Cambridge International Examinations

Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/11

Paper 1 Writing May/June 2016
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®,
Cambridge International A and AS Level components and some Cambridge O Level components.

® IGCSE is the registered trademark of Cambridge International Examinations.

This document consists of 9 printed pages.

© UCLES 2016 [Turn over

 Page 2 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 11

MARKING of LANGUAGE Section 1 and Section 2

General Assessment Objectives for WRITING

W1. Communicate appropriately, with a clear awareness of purpose, audience and register.
W2. Communicate clearly and develop ideas coherently, at word level, at sentence level and at whole
text level.
W3. Use accurate spelling, punctuation and grammar.
W4. Communicate creatively, using a varied range of vocabulary, sentence structures and linguistic
devices.

The above objectives are assessed by impression, using as guides the Band descriptions in this
mark scheme, any Photostats (if available) and any exemplar marked scripts showing performance
across the expected range of achievement.

Specific Assessment Objectives for Section 1: Directed Writing

To test the candidate’s ability to:

1. write a speech which communicates information and persuades clearly, accurately and
economically;

2. carry out the instructions as detailed on the question paper regarding the particular information
required.

Detailed Marking Instructions for Section 1: Directed Writing

The 30 marks are allocated as follows:

Task Fulfilment 15 marks

Language 15 marks

N.B. Assessing task fulfilment means more than including the bullet/content points.

N.B. Candidates who address only two points must be in Band 3 or below for TF.

© Cambridge International Examinations 2016

Page 3 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 11

SECTION 1 TASK FULFILMENT MARK

Band 1 (15–13 marks)

• Good understanding of purpose.
• Clear awareness of situation and audience.
• Format entirely appropriate.
• All required points developed in detail, fully amplified and well organised.
• Given information well used to justify personal opinion and interpretation.
• Tone and register entirely appropriate.

Band 2 (12–10 marks)

• An understanding of purpose.
• An awareness of situation and audience.
• Format appropriate.
• All required points addressed but not always developed in detail.
• Given information organised to support personal opinion.
• Tone and register appropriate.

Band 3 (9–7 marks)

• Some understanding of purpose.
• Some awareness of situation and audience.
• Format generally appropriate.
• At least two required points addressed (and partially/fully developed).
• Given information may not be logically used to support opinion.
• Tone usually appropriate, although there may be slips of register.

Band 4 (6–4 marks)

• Only partial understanding of purpose.
• Some confusion as to situation and audience.
• Format may be inappropriate.
• At least one of the required points addressed (and partially/fully developed).
• Given information may be used irrelevantly.
• Tone may be uneven.

Band 5 (3–1 marks)

• Misunderstanding of purpose.
• Confusion as to situation and audience.
• Little evidence of a specific format.
• None of the required points addressed.
• Given information misunderstood or irrelevant.
• Tone may be inappropriate.

A mark of 0
should be given only when:
• the response is totally incomprehensible or
• the candidate has merely copied out the question or parts of it at random or
• the question is not attempted at all.

© Cambridge International Examinations 2016

Page 4 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 11

SECTION 1 LANGUAGE MARK

Band 1 (15–14 marks)

• Highly accurate, apart from very occasional slips.
• Sentence structures varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate, apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.

Band 2 (13–12 marks)

• Accurate; occasional errors are either slips or caused by ambition.
• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation, but sequence consistent and clear
throughout.
• Vocabulary precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked and show some evidence of planning.

Band 3 (11–10 marks)

• Mostly accurate; errors from ambition do not mar clarity of communication.
• Some variety of sentence structures, but tendency to repeat sentence types may produce
monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence sufficient to sustain
clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious words.
• Punctuation generally accurate and sentence separation correctly marked, but errors may
occur e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious words.
• Paragraphs may show some unity, although links may be absent or inappropriate.

Band 4 (9–8 marks)

• Sufficiently accurate to communicate meaning, with patches of clear, accurate language.
• Some variety of sentence length and structure, not always for particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty in sequence of events or
disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.
• Punctuation used but not always helpful; occasional sentence separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.

Band 5 (7–6 marks)

• Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper precision
and distract reader from content.
• Some simple structures accurate but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some idiomatic errors likely.
• Simple punctuation usually accurate, but there may be frequent sentence separation errors.
• Spelling of simple vocabulary accurate; frequent errors in more difficult words.
• Paragraphs used haphazardly.

© Cambridge International Examinations 2016

Page 5 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 11

Band 6 (5–4 marks)

• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be corrected without
re-writing the sentence); communication established, although weight of error may cause some
‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise; significant idiomatic errors
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.

Band 7 (3–2 marks)

• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the reader to re-read
and re-organise); meaning may be partly hidden by density of linguistic error.
• Unlikely to be more than a few accurate sentences, however simple, in the whole essay.

Band 8 (1–0 mark)

• Scripts almost entirely or entirely impossible to recognise as pieces of English writing; whole
sections make no sense at all.
• Where occasional patches of relative clarity are evident, 1 mark should be given.
• The mark of 0 is reserved for scripts that make no sense at all from beginning to end.

© Cambridge International Examinations 2016

 Page 6 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 11

Detailed Marking instructions for Section 2: Creative Writing

30 marks are allocated. The ‘best fit’ principle is applied, as in the following table. N.B. Primary
emphasis is on quality of Language; comments on Content used to adjust mark within Band.

SECTION 2 MARK

Band 1 (30–27 marks)

• Highly accurate, apart from very occasional slips.
• Sentence structure varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.

Consistently relevant. Interest aroused and sustained.

Tone and register entirely appropriate.

Discursive essays are well developed, logical, even complex, in argument.

Descriptive essays have well-developed images helping to create complex atmospheres.

Narratives are complex, sophisticated, possibly tense, and may contain devices such as
flashbacks.

Band 2 (26–23 marks)

• Accurate: occasional errors are either slips or caused by ambition.
• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation but sequence consistent and clear
throughout.
• Vocabulary wide and precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked, and show some evidence of planning.

Relevant. Interest aroused and mostly sustained.

Tone and register appropriate.

Discursive essays have clearly-defined, cohesive, logical stages in their argument.

Descriptive essays have interesting images and range of detail, helping to create effective
atmospheres.

Narratives have effective detail creating character or setting, and may contain some sense of
climax.

© Cambridge International Examinations 2016

Page 7 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 11

Band 3 (22–19 marks)

• Mostly accurate; errors from ambition do not mar clarity of communication.
• Some variety of sentence structures, but tendency to repeat sentence types may
produce monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence sufficient to
sustain clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious words.
• Punctuation generally accurate and sentence separation correctly marked, but errors
may occur e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious words.
• Paragraphs may show some unity, although links may be absent or inappropriate.

Relevant. Some interest aroused, although there may some lack of originality and/or planning.

Tone usually appropriate, although there may be slips of register.

Discursive essays make a series of relevant points, with some being developed; linking of
ideas may be insecure.

Descriptive essays have satisfactory images, ideas and details which help to create
atmosphere

Narratives are straightforward with proper sequencing of sentences

Band 4 (18–15 marks)

• Sufficiently accurate to communicate meaning, with patches of clear, accurate language.
• Some variety of sentence length and structure, not always for particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty in sequence of
events or disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.
• Punctuation used but not always helpful; occasional sentence separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.

Attempt to address topic but there may be digressions or failures of logic. May lack liveliness
and interest.

Tone may be uneven.

Discursive essays have mainly relevant points but may be only partially developed, with some
repetition.

Descriptive essays have some detail but may rely too much on narrative.

Narratives are largely a series of events with only occasional details of character and setting.

© Cambridge International Examinations 2016

Page 8 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 11

Band 5 (14–11)
• Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper
precision and distract reader from content.
• Some simple sentence structures accurate but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some idiomatic errors
likely.
• Simple punctuation usually accurate, but there may be frequent sentence separation
errors.
• Spelling of simple vocabulary accurate, frequent errors in more difficult words.
• Paragraphs used haphazardly.

Some relevance. Some interest.

Tone may be inconsistent.

Discursive essays make a few points but development is simple and not always logical; some
obvious repetition of ideas.

Descriptive essays are relevant but lack scope or variety.

Narratives are simple, everyday or immature.

Band 6 (10–7)
• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be corrected
without re-writing the sentence); communication established, although weight of error
may cause some ‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise; significant idiomatic
errors.
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.

A little relevance. A little interest.

Some recognition of appropriate tone.

In Discursive essays only a few points are discernable and the argument progresses only here
and there.

In Descriptive essays the overall picture is unclear.

Narratives are very simple and may narrate events indiscriminately.

Band 7 (6–3)
• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the reader to
re-read and re-organise); meaning may be partly hidden by density of linguistic error.
• Unlikely to be more than a few accurate sentences, however simple, in the whole essay.

Little relevance or interest.

Tone may be inappropriate.

In Discursive essays only a very few points are discernable and the argument barely
progresses.

In Descriptive essays the overall picture is very unclear.

Narratives are extremely simple and may narrate events indiscriminately.

© Cambridge International Examinations 2016

Page 9 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 11

Band 8 (2–0)
• Scripts almost entirely or entirely impossible to recognise as pieces of English writing;
whole sections make no sense at all.
• Where occasional patches of relative clarity are evident, 2 or 1 mark(s) should be given.
• The mark of 0 is reserved for scripts that make no sense at all from beginning to end.

Discursive essays are rarely relevant and may well be disordered, as are Descriptive essays
and Narratives.

© Cambridge International Examinations 2016

 Cambridge International Examinations
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/12

Paper 12 Writing May/June 2016
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®,
Cambridge International A and AS Level components and some Cambridge O Level components.

® IGCSE is the registered trademark of Cambridge International Examinations.

This document consists of 9 printed pages.

© UCLES 2016 [Turn over

 Page 2 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 12

MARKING of LANGUAGE Section 1 and Section 2

General Assessment Objectives for WRITING

W1 Communicate appropriately, with a clear awareness of purpose, audience and register.

W2 Communicate clearly and develop ideas coherently, at word level, at sentence level and at whole
text level.
W3 Use accurate spelling, punctuation and grammar.
W4 Communicate creatively, using a varied range of vocabulary, sentence structures and linguistic
devices.

The above objectives are assessed by impression, using as guides the Band descriptions in this
mark scheme, any photostats (if available) and any exemplar marked scripts showing performance
across the expected range of achievement.

Specific Assessment Objectives for Section 1: Directed Writing

To test the candidate’s ability to:

1 write a speech which communicates information and persuades clearly, accurately and
economically;

2 carry out the instructions as detailed on the question paper regarding the particular information
required.

Detailed Marking Instructions for Section 1: Directed Writing

The 30 marks are allocated as follows:

Task Fulfilment 15 marks

Language 15 marks

N.B. Assessing task fulfilment means more than including the bullet/content points.

N.B. Candidates who address only two points must be in Band 3 or below for TF.

© Cambridge International Examinations 2016

 Page 3 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 12

SECTION 1 TASK FULFILMENT MARK

Band 1 (15–13 marks)

• Good understanding of purpose.

• Clear awareness of situation and audience.
• Format entirely appropriate.
• All required points developed in detail, fully amplified and well organised.
• Given information well used to justify personal opinion and interpretation.
• Tone and register entirely appropriate.

Band 2 (12–10 marks)

• An understanding of purpose.
• An awareness of situation and audience.
• Format appropriate.
• All required points addressed but not always developed in detail.
• Given information organised to support personal opinion.
• Tone and register appropriate.

Band 3 (9–7 marks)

• Some understanding of purpose.

• Some awareness of situation and audience.
• Format generally appropriate.
• At least two required points addressed (and partially/fully developed).
• Given information may not be logically used to support opinion.
• Tone usually appropriate, although there may be slips of register.

Band 4 (6–4 marks)

• Only partial understanding of purpose.

• Some confusion as to situation and audience.
• Format may be inappropriate.
• At least one of the required points addressed (and partially/fully developed).
• Given information may be used irrelevantly.
• Tone may be uneven.

Band 5 (3–1 marks)

• Misunderstanding of purpose.
• Confusion as to situation and audience.
• Little evidence of a specific format.
• None of the required points addressed.
• Given information misunderstood or irrelevant.
• Tone may be inappropriate.

A mark of 0 should be given only when:

• the response is totally incomprehensible or
• the candidate has merely copied out the question or parts of it at random or
• the question is not attempted at all.

© Cambridge International Examinations 2016

 Page 4 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 12

SECTION 1 LANGUAGE MARK

Band 1 (15–14 marks)

• Highly accurate, apart from very occasional slips.

• Sentence structures varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate, apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.

Band 2 (13–12 marks)

• Accurate; occasional errors are either slips or caused by ambition.

• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation, but sequence consistent and clear throughout.
• Vocabulary precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked, and show some evidence of planning.

Band 3 (11–10 marks)

• Mostly accurate; errors from ambition do not mar clarity of communication.

• Some variety of sentence structures, but tendency to repeat sentence types may produce
monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence sufficient to sustain clear
progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious words.
• Punctuation generally accurate and sentence separation correctly marked, but errors may occur
e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious words.
• Paragraphs may show some unity, although links may be absent or inappropriate.

Band 4 (9–8 marks)

• Sufficiently accurate to communicate meaning, with patches of clear, accurate language.

• Some variety of sentence length and structure, not always for particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty in sequence of events or
disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.
• Punctuation used but not always helpful; occasional sentence separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.

© Cambridge International Examinations 2016

 Page 5 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 12

Band 5 (7–6 marks)

• Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper precision
and distract reader from content.
• Some simple structures accurate, but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some idiomatic errors likely.
• Simple punctuation usually accurate, but there may be frequent sentence separation errors.
• Spelling of simple vocabulary accurate; frequent errors in more difficult words.
• Paragraphs used haphazardly.

Band 6 (5–4 marks)

• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be corrected without re-
writing the sentence); communication established, although weight of error may cause some
‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise; significant idiomatic errors
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.

Band 7 (3–2 marks)

• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the reader to re-read
and re-organise); meaning may be partly hidden by density of linguistic error.
• Unlikely to be more than a few accurate sentences, however simple, in the whole essay.

Band 8 (1–0 mark)

• Scripts almost entirely or entirely impossible to recognise as pieces of English writing; whole
sections make no sense at all.
• Where occasional patches of relative clarity are evident, 1 mark should be given.
• The mark of 0 is reserved for scripts that make no sense at all from beginning to end.

© Cambridge International Examinations 2016

 Page 6 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 12

Detailed Marking instructions for Section 2: Creative Writing

30 marks are allocated. The ‘best fit’ principle is applied, as in the following table. N.B. Primary
emphasis is on quality of Language; comments on Content used to adjust mark within Band.

SECTION 2 MARK

Band 1(30–27 marks)

• Highly accurate, apart from very occasional slips.

• Sentence structure varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.

Consistently relevant. Interest aroused and sustained.

Tone and register entirely appropriate.

Discursive essays are well developed, logical, even complex, in argument.

Descriptive essays have well-developed images helping to create complex atmospheres.

Narratives are complex, sophisticated, possibly tense, and may contain devices such as
flashbacks.

Band 2 (26–23 marks)

• Accurate: occasional errors are either slips or caused by ambition.

• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation but sequence consistent and clear
throughout.
• Vocabulary wide and precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked, and show some evidence of planning.

Relevant. Interest aroused and mostly sustained.

Tone and register appropriate.

Discursive essays have clearly-defined, cohesive, logical stages in their argument.

Descriptive essays have interesting images and range of detail, helping to create effective
atmospheres.

Narratives have effective detail creating character or setting, and may contain some sense of
climax.

© Cambridge International Examinations 2016

 Page 7 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 12

Band 3 (22–19 marks)

• Mostly accurate; errors from ambition do not mar clarity of communication.

• Some variety of sentence structures, but tendency to repeat sentence types may produce
monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence sufficient to
sustain clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious words.
• Punctuation generally accurate and sentence separation correctly marked, but errors may
occur e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious words.
• Paragraphs may show some unity, although links may be absent or inappropriate.

Relevant. Some interest aroused, although there may some lack of originality and/or planning.

Tone usually appropriate, although there may be slips of register.

Discursive essays make a series of relevant points, with some being developed; linking of ideas
may be insecure.

Descriptive essays have satisfactory images, ideas and details which help to create atmosphere

Narratives are straightforward with proper sequencing of sentences

Band 4 (18–15 marks)

• Sufficiently accurate to communicate meaning, with patches of clear, accurate language.

• Some variety of sentence length and structure, not always for particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty in sequence of events
or disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.
• Punctuation used but not always helpful; occasional sentence separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.

Attempt to address topic but there may be digressions or failures of logic. May lack liveliness and
interest.

Tone may be uneven.

Discursive essays have mainly relevant points but may be only partially developed, with some
repetition.

Descriptive essays have some detail but may rely too much on narrative.

Narratives are largely a series of events with only occasional details of character and setting.

© Cambridge International Examinations 2016

 Page 8 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 12

Band 5 (14–11)

• Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper
precision and distract reader from content.
• Some simple sentence structures accurate but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some idiomatic errors
likely.
• Simple punctuation usually accurate, but there may be frequent sentence separation
errors.
• Spelling of simple vocabulary accurate, frequent errors in more difficult words.
• Paragraphs used haphazardly.

Some relevance. Some interest.

Tone may be inconsistent.

Discursive essays make a few points but development is simple and not always logical; some
obvious repetition of ideas.

Descriptive essays are relevant but lack scope or variety.

Narratives are simple, everyday or immature.

Band 6 (10–7)

• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be corrected
without re-writing the sentence); communication established, although weight of error
may cause some ‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise; significant idiomatic
errors.
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.

A little relevance. A little interest.

Some recognition of appropriate tone.

In Discursive essays only a few points are discernible and the argument progresses only here
and there.

In Descriptive essays the overall picture is unclear.

Narratives are very simple and may narrate events indiscriminately.

Band 7 (6–3)

• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the reader to re-
read and re-organise); meaning may be partly hidden by density of linguistic error.
• Unlikely to be more than a few accurate sentences, however simple, in the whole essay.

Little relevance or interest.

Tone may be inappropriate.

In Discursive essays only a very few points are discernible and the argument barely progresses.

In Descriptive essays the overall picture is very unclear.

Narratives are extremely simple and may narrate events indiscriminately.

© Cambridge International Examinations 2016

 Page 9 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 12

Band 8 (2–0)

• Scripts almost entirely or entirely impossible to recognise as pieces of English writing;

whole sections make no sense at all.
• Where occasional patches of relative clarity are evident, 2 or 1 mark(s) should be given.
• The mark of 0 is reserved for scripts that make no sense at all from beginning to end.

Discursive essays are rarely relevant and may well be disordered, as are Descriptive essays and
Narratives.

© Cambridge International Examinations 2016

 Cambridge International Examinations
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading May/June 2016
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®,
Cambridge International A and AS Level components and some Cambridge O Level components.

® IGCSE is the registered trademark of Cambridge International Examinations.

This document consists of 16 printed pages.

© UCLES 2016 [Turn over

 Page 2 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 21

1 (a) Identify and write down the uses and attractions of horses in former times, and the
continuing uses and attractions of horses in modern times, as outlined in the passage.

Mark Expected Answer Allow Don’t Allow

1 mark for 1 Horse racing a sport in Egypt and

each Ancient Greece / featured in
correct ancient Olympic Games
point up to
a max. of 2 Racing horse-drawn chariots (was
15 popular / seen as entertainment
in Ancient Rome / Byzantium)

3 Men on horseback / light cavalry

(used in war to) overpower
enemy (soldiers) / make a quick
retreat

4 Soldiers wearing armour on Heavy cavalry were lethal Heavy cavalry

horseback / heavy cavalry carried crucial until tanks
lethal weapons/ weapons such as were introduced
swords / axes

5 Fighting from horseback gave

(psychological) advantage of
(great) height and speed

6 (By twentieth century horses used

to) transport goods / supplies (in
war)

7 (Watching) jousting / two single Jousting…was popular

horsemen trying to knock each
other off their horses (with long
poles) was (popular)
entertainment / exciting

8 Tournaments / two groups of

riders charging at each other was
popular / entertainment

9 Horse-shows (a much loved Lift of line 25 ‘ horses were

element in European fairs) led (rather than ridden) to b
evaluated
OR
Line 25–26 ‘ horses were
led (rather than ridden) …
breeds
OR
own word equivalents

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10 Harnessing horses to ploughs horses used for / in Horses were

became an essential part of ploughing used as ploughs
agriculture / food production //
Harnessing horses to ploughs
used for / in agriculture / food Public transport
production (alone)

11 (Horses) used to pull carts / To pull chariots

carriages (in burials)

12 Equestrian events introduced into

the modern Olympic Games in
1900

13 (Entertainment from) recognising / Lift of lines 35–36 ‘the

seeing / marvelling at how the entertainment…rider’
horse has been trained to work (in
harmony)with the rider
NB: line 37 suggests this
14 Horse skin used to make / create point could be made in box
attractive / hard-wearing items // 1. If this has been done,
horse skin used to make credit the point in box 1 but
attractive / hard-wearing coats do not credit again in box 2.
and handbags
‘hide’ for ‘horse skin’

15 Horse hair used to make bows for Accept violin / cello for Horse hair used
(stringed) instruments / musicians (stringed) instruments to make (parts of
/ some) musical
16 Horse hair used to make (best) instrument
paint brushes

17 Vital / important / necessary …in some areas

means of transport in (some) etc (alone)
parts / areas / regions / places of
the world // means of transport (in
parts of the world) where / when
travelling by other means is
difficult / impossible

18 Therapeutic (horse)–riding is a
cure for physical ailments / brain
injury / spinal injury
(horse)–riding
19 Therapeutic (horse)–riding gives gives confidence
confidence // (horse)–riding gives to (able-bodied)
confidence to people who are not people (alone)
able-bodied / have physical
ailments / brain/spinal injury Lift of whole in
part of lines 47–
48 ‘ the very
act…rider’
20 Handling / grooming a horse is
restful/ relaxation

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Additional information

If script is entirely verbatim lift give 0. This is extremely rare.

If more than one content point appears under a single bullet point, award each content point
separately if clearly made.
If content point being made depends on information contained in another bullet point,
withhold the mark unless a clear link is made between the two points.

© Cambridge International Examinations 2016

Page 5 Mark Scheme Syllabus Paper
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(b) Now use your notes to write a summary of the uses and attractions of horses in
former times, and the continuing uses and attractions of horses in modern times, as
outlined in the passage.

Candidates have now fleshed out their notes into a piece of formal, continuous prose.

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE
OF ENGLISH. The table which follows on page 9 provides descriptors of the mark levels
assigned to these TWO categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the
category of OWN WORDS. Then arrive at the mark level for USE OF ENGLISH.

Under OWN WORDS, key pointers are: sustained, noticeable, recognisable but
limited, wholesale copying and complete transcript. The difference between
wholesale copying and complete transcript is that, whereas in wholesale copying there
is nothing / little that is original, the copying has been selective and directed at the
question, but with a complete transcript the candidate has started copying and
continued writing with little sense of a link to the question. Complete transcripts are
rare.

Under USE OF ENGLISH, take into consideration the accuracy of the writing, and the
ability to use original complex sentence structures.

HOW TO ANNOTATE Q1(b)

Below follows a list of serious errors:

Wrong verb forms.

Serious tense errors.

Serious errors of sentence structure, especially in setting up subordination.

Omission or obvious misuse of prepositions.

Wholesale misunderstanding over the meanings of words used.

Serious errors of agreement.

Using a comma to replace the necessary full stop.

Miss-spellings of simple, basic words, e.g. were/ where // to/ too/ their/ there.
Breakdown of sense.

Serious omissions, or serious intrusions e.g. of definite article. Ignore what are clearly slips.

For sentence structure merit, tick only instances where the sentence structure is both
complex and. Ticks tend to be over relative pronouns, present participles and conjunctions.
Do not tick vocabulary: this will be taken into consideration under assessment of OW.

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Irrelevance:. This may be a gloss or an example or elements of the text which do not
address the question. Such scripts may be described as recognisable OW but limited by
irrelevance (see OW 3 box).

Wrong or invented material: Put a cross in the margin to indicate a stretch / section of
wrong or invented material.

Short answers

There is no penalty for long answers but, if a script is OBVIOUSLY short, please count the
words, mark as normal (i.e. arrive at mark under OW and UE, then add together and halve)
and award marks to the following maxima:

66 – 80 = 4 marks max for style

51 – 65 = 3 marks max for style
36 – 50 = 2 marks max for style
21– 35 = 1 mark max for style
0 – 20 = 0 marks for style. No assessment of OW and UE is necessary.

© Cambridge International Examinations 2016

 Page 7 Mark Scheme Syllabus Paper
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SUMMARY STYLE DESCRIPTORS

Mark Own Words Mark Use of English

5 • Candidates make a sustained 5 • Apart from very occasional slips, the

attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips or
minor errors. There is a marked ability
• Allow phrases from the text which to use original complex syntax outside
are difficult to substitute. text structures.
• Punctuation is accurate and helpful to
the reader.

4 • There is a noticeable attempt to re- 4 • The language is almost always

phrase the text. accurate. Serious errors will be isolated.
• The summary is free from stretches • Sentences show some variation,
of concentrated lifting. including original complex syntax.
• Punctuation is accurate and generally
helpful.

3 • There are recognisable but limited 3 • The language is largely accurate.

attempts to re-phrase the text detail. • Simple structures tend to dominate and
Attempt may be limited by serious errors are not frequent,
irrelevance or by oblique or although they are noticeable.
mangled relevance. • Where sentences show some variety and
• Groups of text expression are complexity, they will generally be lifted
interlaced with own words. from the text.
• The expression may not always be • Serious errors may occur when more
secure, but the attempt to substitute sophisticated structures are attempted.
the text will gain credit. • Punctuation is generally accurate.

2 • Wholesale copying of large areas 2 • Meaning is not in doubt but serious

of the text, but not a complete errors are becoming more frequent.
transcript. [8+ errors as a guide, but balance against
• Attempts to substitute own language sentence structure is also necessary]
will be limited to single word expre- • Some simple structures will be accurate,
ssion. although this accuracy is not sustained
• Irrelevant sections of the text will be for long.
more frequent at this level and • Simple punctuation will usually be
below. correct.

1 • Pretty well a complete transcript of 1 • Heavy frequency of serious errors,

the text expression. sometimes impeding reading.
• There will also be random • Fractured syntax is much more
transcription of irrelevant sections of pronounced at this level.
the text.

0 • Complete transcript 0 • Heavy frequency of serious errors

throughout.
• Fractured syntax

© Cambridge International Examinations 2016

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2 From your reading of paragraph 1, decide whether each of the following statements is
true, false, or not stated in the passage, and tick the boxes you have chosen.

Mark Expected Answer Allow Don’t Allow

1 mark Statement 1 is True Any clear If any two, or all three, choices are
indication of indicated against any statement
1 mark Statement 2 is Not stated choice even if it
not a tick, e.g.
1 mark Statement 3 is False cross, star,
asterisk

Additional information

3 ‘This partnership between horses and humans…brought about a major advance for
society’ (paragraph 5).

From your own knowledge or experience, give an example of a ‘major advance for
society’, and go on to explain what effect this advance has had. Do not use any example
related to horses or public transport.

Mark Allow Don’t Allow

1 mark Electricity Technology (alone)

Examples might be
computers, electrical Allow air travel (even
appliances of one kind or though strictly speaking it
another, mobile phones. is public transport)
1 mark
For sensible link to
advantage. Be generous
with candidates’
interpretation.

Additional information

Be generous with candidates’ interpretation.

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4 (a) Why was Jean Louise ‘miserable’?

Mark Expected Answer Allow Don’t Allow

1 mark Dill / her (and her Dill went away on the The summer was over
brother’s) friend went / five o’clock bus
had gone home // she
was (miserable) without Lift of ‘My
Dill // she was missing Dill brother…..bus’
Excess denies

Additional information

Ignore gender confusion in this and subsequent questions. Look for the idea of separation.
Be generous with tenses, e.g. Dill was leaving / would leave etc.

(b) What made Jean Louise feel better?

Mark Expected Answer Allow Don’t Allow

1 mark she was starting school Lift of ’ I would be School was opening /
in a week/ soon // she starting school in a starting the next week
was about to start week’
school She was going to school in
Lift of’ ‘I was miserable a week
without him until it
occurred to me that I
would be starting school
in a week’, although first
person is used

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(c) Explain in your own words why, according to Jem, he and Jean Louise would play at
home but not at school.

Mark Expected Answer Allow Don’t Allow

1 mark MORTIFY: embarrass/ Disturb / bother / trouble

shame/ make awkward (in either limb)

It would make him look

childish / stupid

1 mark TAGGING ALONG: in tow Answers suggesting

following / hanging equality between them,
about / shadowing e.g. hanging out with /
accompanying

Additional information

This is an OWN WORDS question. Key words are MORTIFY and TAGGING ALONG

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5 (a) Explain in no more than fifteen words why the children were ‘not impressed’ by Miss
Caroline’s story.

Mark Expected Answer Allow Don’t Allow

1 mark The cats were like Accept reference to / lift of

human beings / weren’t conversations, clothes or
like animals living in kitchen

Accept ‘animals’ for ‘cats’ in

either limb

1 mark But the children / they Lift of ‘they had been

knew animals / cats dealing with animals since
weren’t like that they were able to…’

They didn’t believe the

story / it

They knew the story was

unrealistic / not true

Additional information

Accept answers in either order.

(b) ‘A line appeared between her eyebrows’. What emotion do you think Miss Caroline
was experiencing?

Mark Expected Answer Allow Don’t Allow

1 mark anger/ annoyance / fear/ distaste/ dislike /

irritation / disapproval / surprise / shock / distress/
puzzlement / confusion frustration / fury /
dumbfounded / horrified

Additional information

Accept idea of either annoyance or puzzlement.

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(c) Pick out and write down the four consecutive words which tell us that Miss Caroline did not
like Jean Louise.

Mark Expected Answer Allow Don’t Allow

1 mark more than faint distaste The use of the correct

word in a phrase or More than these four words
sentence provided that
they are underlined or
otherwise highlighted.

(d) Explain fully why Miss Caroline’s instruction to Jean Louise was ironic.

Mark Expected Answer Allow Don’t Allow

1 mark Look for the idea of For one side of the Mere repetition / recasting
contradiction for 2 marks. idea only, award 1 of the teacher’s
+ Several examples follow but mark (irony cannot be instruction, e.g. her father
1 mark there will be many other established) teaching her would
different ways of expressing interfere with her reading
it. Signals such as ‘but / yet’ Examples for 1 mark (alone)
will be useful The teacher should
have been pleased She said she would undo
that JL was literate the damage JL’s father
(=1) had done (alone)

The teacher was She said JL’s father

annoyed that JL’s should stop teaching her
father had taught her (alone)
to read (=1)

Examples for 2 marks Inclusion of the

The teacher should have teacher’s instruction
been pleased that Jean provided it is balanced
Louise (JL) could read / that by information which
she had a literate child in creates a
her class (=1) contradiction,
but she was annoyed about e.g. she was telling
it (=1) JL’s father to stop
teaching her but Miss
Caroline should be
encouraging her

She did not want her to

learn anymore (=1)
yet she was a teacher (=1)

It’s strange for a teacher to

tell her student to stop
being taught by her father
(=1)

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despite the effects being

positive (=1)

being able to read is a good

thing (=1)
not a bad thing (=1)

Miss Caroline should have

been encouraging her
success (=1)
instead of putting her down
(=1)

Additional information

Look for idea of contradiction for two marks

6 ‘I had never deliberately learned to read’ (lines 20–21). Explain fully how Jean Louise did in fact
learn to read.

Mark Expected Answer Allow Don’t Allow

1 mark (i) her father read to her/ Any other idea of

read aloud / she frequency, e.g. often,
listened to her father every day / the daily
reading every news
evening / night / all
the evenings she
could remember
Block lift of lines 23–
25 ‘I could not… every
night’

1 mark (ii) with his finger moving Lift of line 23 ‘(when) By following her father’s finger
on / over/ underneath the lines…words’ (alone)
/ pointing to the words Excess denies
(he was reading)

Additional information

Look for idea of sound for first mark.

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7 (a) Which two pieces of evidence show that Jem cares for his sister?

Mark Expected Answer Allow Don’t Allow

1 mark (i) he (took her aside Lift of line 27 ‘Jem (he)

from the rest of the took…getting on’
class and) asked
her how she was Specific responses, e.g.
getting on // he he asked how the
asked if everything / lesson had gone
she was ok
1
mark (ii) he told her not to He comforted her / He explained why Miss
worry (about her cheered her up / made Caroline was annoyed
teacher / Miss her feel better
Caroline)
Lift of ‘he comforted me’

‘Don’t worry about her’

He made her feel

comfortable

Additional information

(b) Why do you think the writer describes Miss Caroline’s printed words as ‘so-called’
revelations?

Mark Expected Answer Allow Don’t Allow

1 mark they were not JL found the words easy The class could read etc.
revelations / new to / knew them
Jean Louise / Jean
Louise could read They were supposed to
them / Jean Louise be something new /
could (already) read revelations

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8 (a) Explain exactly why ‘the ceiling danced with metallic light’.

Mark Expected Answer Allow Don’t Allow

1 mark the lunch boxes were The metal lunch boxes

made of metal

1 mark (which) shone / sparkled The metal was dancing on

/ gleamed / twinkled / the ceiling (repeats words
reflected (sun)light // of question)

(b) ‘Someone whispered ‘Tell her, Jean Louise.’ ’ What was Jean Louise expected to tell the
teacher?

Mark Expected Answer Allow Don’t Allow

1 mark That Walter couldn’t / Walter had no money

wouldn’t be able to pay
(the money back) // that
Walter came from a poor
family

(c) Explain in your own words what the class were thinking as they looked at Jean
Louise.

Mark Expected Answer Allow Don’t Allow

1 mark ASSURANCE: certainty / Definitely / without Surely / easily

confidence / knowledge / doubt / certainly // they they believed / expected
knowing / understanding knew…
/ guarantee could / would / should
(alone)

1 mark RECTIFY: put right / Specific examples, such as

(re)solve / sort out / clear ‘take away Walter’s
up / correct / fix / mend embarrassment’
(the difficulty / problem)
Take care of / handle /
change / improve / explain

To avoid it getting worse

Additional information

This is an own words question. Key words are ASSURANCE and RECTIFY

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9 Choose five of the following words or phrases. For each of them give one word or short
phrase (of not more than seven words) that has the same meaning that the word or phrase
has in the passage.

Mark Words Expected Answer Don’t Allow

1 mark 1 condescended stooped / lowered (himself) /

For each (L4) deigned/ was gracious
correct
meaning
(max 5) 2 sweet (L 9) cute / lovely / dear / charming / Nice / tasteful / elegant
endearing / captivating
/appealing / enchanting / pretty /
attractive / adorable / beautiful

3 mumbled (L20) muttered / murmured // spoke Said / spoke (alone)

indistinctly / incoherently / Whispered / grunted //
unclearly / inaudibly / in a spoke in a low voice //
muffled way // spoke under eat your words // spoke
breath // swallowing your words quietly/softly/in hushed
/ talking to yourself tones

4 meditated (L20) thought about / thought over/ Thought (alone) /

thought deeply / pondered / concentrated / focused
considered/ reflected / mulled
over / chewed over /
contemplated / cogitated /
deliberated

5 compelled (L21) forced / driven / obliged / had Urged / given reason to /

(to) / constrained / made (to) obligated

6 tangle (L22) confusion / mess / muddle / Bunch / bundle

jumble / knot(ted) / entwined /
twisted / mixed up

7 sternly (L32) Firmly / forcefully / severely / Seriously / sharply /

harshly / stiffly / coldly / hard / adamantly / unbending
steely / strictly / authoritatively

8 on the wrong badly / terribly / incorrectly / not Wrong (even in a

foot (L44) well / unfavourably / in a bad phrase)
way

© Cambridge International Examinations 2016

 Cambridge International Examinations
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2016
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®,
Cambridge International A and AS Level components and some Cambridge O Level components.

® IGCSE is the registered trademark of Cambridge International Examinations.

This document consists of 19 printed pages.

© UCLES 2016 [Turn over

 Page 2 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 22

1 (a) Identify and write down the evidence for the development of the bicycle and its
growing popularity in former times, and give reasons for the continuing popularity of
the bicycle today, as outlined in the passage.

Mark Expected Answer Allow Don’t Allow

1 mark 1 Draisine, was first two-wheeled method

for each of transport [point given, so no mark]
correct
point up 2 (The Draisine was a useful) alternative to
to a the horse
max. of
15 3 (The Draisine became) popular with Accept lift of lines 9–11 the Draisine was
dandies / young men with pride in their ‘the Draisine…dandies’ a fashion
appearance // (became) popular with / a OR lift of lines 9–11 (accessory) //
fashion accessory for dandies / young men ‘the Draisine … the Draisine was
with pride in their appearance appearance’ popular with
(even without ‘who’) young men
alone
‘young people’
for ‘young men’
4 Adjustable saddles (meant the Draisine
didn’t have to be made to measure for
each individual rider)

5 (Invention of) pedals (meant riders could lift of lines 16–17 ‘group lift of lines 17–18
propel velocipedes / bicycles by pushing of ‘ riders…pedals’
their feet against the pedals) engineers…velocipedes’ //’ pedals called
// velocipedes were
‘a major breakthrough… invented’ // ‘the
velocipedes’ velocipede
lift of lines 16–18 ‘ a consisted of
major pedals’
breakthrough…shoes’

6 Mass production made velocipedes /

bicycles cheap(er) / (more) accessible

7 (Indoor) riding / cycling academies (in ‘academics’ for

France) ‘academies’

8 Being made with metal (not wood) meant improvements in

velocipedes / bicycles / they were metallurgy made
(increasingly) comfortable them more
comfortable
9 Velocipedes / bicycles made with larger
front wheel / front wheel larger than back allow ‘tyres’ for ‘wheels’ lift of lines 26–27
wheel meant rider could travel further (with ‘ the
single rotation of wheel) // Velocipedes / rider…wheel’
bicycles made with larger front wheel / front
wheel larger than back wheel increased
movement / efficiency

© Cambridge International Examinations 2016

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Cambridge O Level – May/June 2016 1123 22

10 (Use of) rubber / (solid then) pneumatic

tyres gave (advantage of increased)
comfort

11 Environmentally friendly [point given,

so no mark]

12 Inexpensive alternative to other forms inexpensive

of transport / bus / train / car means of
transport
alone
comparison
needed

13 (Combines) travelling to work with

(taking) exercise

14 Reduces risk of heart disease / high reduces risk of threatening / cures heart
blood pressure / obesity serious diseases disease etc. // is
good for your
health
15 Exercise bike (at home) allow ‘gym’ for ‘home’

16 Cycling holidays / tours (can be taken has recreational

through organised tours) uses alone

17 (Participation in / watching) competitive Tour de France /

(cycling) events / competitions Olympic Games
(alone)
18 BMX / bicycle motocross offers fun /
fitness

19 Tour de France / Olympic Games

competitors / competitive / professional
cyclists raise profile of cycling/ exercise
/ are (good) role models

20 Transport children to school in lift of lines 4 9–50 ‘ in some Africa

developing / poor countries developing…school’ (alone)
OR
lift of lines 4 9–50 ‘ the take children to
bicycle is a lifeline…school’ school
OR (alone)
own words equivalent of
‘lifeline’, e.g. crucial/vital

© Cambridge International Examinations 2016

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Cambridge O Level – May/June 2016 1123 22

Additional information

Points 1 and 11 are already given.

If script is entirely verbatim lift give 0.

If more than one content point appears under a single bullet point, award each content point
separately if clearly made.

If content point being made depends on information contained in another bullet point,
withhold the mark unless a clear link is made between the two points.

© Cambridge International Examinations 2016

Page 5 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 22

(b) Now use your notes to write a summary, in which you describe the development of the
bicycle and its growing popularity in former times, and give reasons for the continuing
popularity of the bicycle today, as outlined in the passage.

Candidates have now fleshed out their notes into a piece of formal, continuous prose.

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE
OF ENGLISH. The table which follows on page 9 provides descriptors of the mark levels
assigned to these TWO categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the
category of OWN WORDS. Then arrive at the mark level for USE OF ENGLISH.

Under OWN WORDS, key pointers are: sustained, noticeable, recognisable but
limited, wholesale copying and complete transcript. The difference between
wholesale copying and complete transcript is that, whereas in wholesale copying there
is nothing / little that is original, the copying has been selective and directed at the
question, but with a complete transcript the candidate has started copying and
continued writing with little sense of a link to the question. Complete transcripts are
rare.

Under USE OF ENGLISH, take into consideration the accuracy of the writing, and the
ability to use original complex sentence structures.

HOW TO ANNOTATE Q1(b)

Below follows a list of serious errors:

Wrong verb forms.

Serious tense errors.

Serious errors of sentence structure, especially in setting up subordination.

Omission or obvious misuse of prepositions.

Wholesale misunderstanding over the meanings of words used.

Serious errors of agreement.

Using a comma to replace the necessary full stop.

Mis-spellings of simple, basic words, e.g. were/ where // to/ too// their/ there.

Breakdown of sense.

Serious omissions, or serious intrusions e.g. of definite article. Ignore what are clearly slips.

For sentence structure merit, tick only instances where the sentence structure is both
complex and original. Ticks tend to be over relative pronouns, present participles and
conjunctions. Do not tick vocabulary: this will be taken into consideration under assessment
of OW.

© Cambridge International Examinations 2016

Page 6 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 22

Irrelevance: This may be a gloss or an example or elements of the text which do not
address the question. Such scripts may be described as recognisable OW but limited by
irrelevance (see OW 3 box).

Wrong or invented material: Put a cross in the margin to indicate a stretch / section of
wrong or invented material.

Short answers

There is no penalty for long answers but, if a script is OBVIOUSLY short, please count the
words, mark as normal (i.e. arrive at mark under OW and UE, then add together and halve)
and award marks to the following maxima:

66–80 = 4 marks max for style

51–65 = 3 marks max for style
36–50 = 2 marks max for style
21–35 = 1 mark max for style
0–20 = 0 marks for style. No assessment of OW and UE is necessary.

© Cambridge International Examinations 2016

 Page 7 Mark Scheme Syllabus Paper
Cambridge O Level – May/June 2016 1123 22

SUMMARY STYLE DESCRIPTORS

Mark Own Words Mark Use of English

5 • Candidates make a sustained 5 • Apart from very occasional slips, the

attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips or
minor errors. There is a marked ability to
• Allow phrases from the text which use original complex syntax outside text
are difficult to substitute. structures.
• Punctuation is accurate and helpful to
the reader.

4 • There is a noticeable attempt to re- 4 • The language is almost always accurate.

phrase the text. Serious errors will be isolated.
• The summary is free from stretches • Sentences show some variation,
of concentrated lifting. including original complex syntax.
• Punctuation is accurate and generally
helpful.

3 • There are recognisable but limited 3 • The language is largely accurate.

attempts to re-phrase the text detail. • Simple structures tend to dominate and
Attempt may be limited by serious errors are not frequent,
irrelevance or by oblique or although they are noticeable.
mangled relevance. • Where sentences show some variety and
• Groups of text expression are complexity, they will generally be lifted
interlaced with own words. from the text.
• The expression may not always be • Serious errors may occur when more
secure, but the attempt to substitute sophisticated structures are attempted.
the text will gain credit. • Punctuation is generally accurate.

2 • Wholesale copying of large areas 2 • Meaning is not in doubt but serious

of the text, but not a complete errors are becoming more frequent. [8+
transcript. errors as a guide, BUT balance against
• Attempts to substitute own language sentence structure is also necessary]
will be limited to single word expre- • Some simple structures will be accurate,
ssion. although this accuracy is not sustained for
• Irrelevant sections of the text will be long.
more frequent at this level and • Simple punctuation will usually be correct.
below.

1 • Pretty well a complete transcript of 1 • Heavy frequency of serious errors,

the text expression. sometimes impeding reading.
• There will also be random • Fractured syntax is much more
transcription of irrelevant sections of pronounced at this level.
the text.

0 • Complete transcript 0 • Heavy frequency of serious errors

throughout.
• Fractured syntax

© Cambridge International Examinations 2016

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2 From your reading of paragraph 1, decide whether each of the following statements is true
or false, and tick the boxes you have chosen.

Mark Expected Answer Allow Don’t Allow

1mark Statement 1 is true Any clear indication of If both true and false are
choice even if it not a indicated against any statement
1mark Statement 2 is false tick, e.g. cross, star,
asterisk
1mark Statement 3 is true

Additional information

3 ‘Cycling is environmentally friendly, partly solving the problem of polluting vehicles’

(paragraph 5). From your own knowledge or experience, give an example of an
environmental problem, and say what is being done, or could be done, to solve the
problem. Do not give an example related to bicycles.

Mark Allow Don’t Allow

1 mark Possible answers will allow examples related examples related to bicycles
include global warming, to vehicles, although
other forms of pollution, vehicles are
+ deforestation, an mentioned in the
endangered species question

1 mark Accept plausible solutions toxic emissions

(although text)

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4 (a) What was happening that meant that Jean Louise ‘nearly died of fright’?

Mark Expected Answer Allow Don’t Allow

1 mark It was / had been snow / snowfall The world was ending
snowing (alone)
lift of ‘it’s snowing’ She thought the world was
lift of ‘Jean Louise,’ ending
he said. ‘It’s
snowing’ She didn’t know what snow
was

(b) What evidence is there to suggest that Jem was older than Jean Louise?

Mark Expected Answer Allow Don’t Allow

1 mark he knew what snow was Lift of ‘My brother He had never seen snow
(although he had never Jem… what it was’ =
seen it) 1. Excess denies

He knew it was She didn’t know what snow

snow(ing) was

He knew about the He knew what it was

snow

He wasn’t frightened He had experience of snow

by the snow

He made the plan / he was

the leader

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(c) Jem was ‘hopeful’. Pick out and write down the five consecutive words used later in
the paragraph which indicate that Jem’s hopes might be in vain.

Mark Expected Answer Allow Don’t Allow

1 mark (a) feeble layer of soggy The use of the correct

snow words in a phrase or
sentence provided that
they are underlined or
otherwise highlighted.

(d) Jem ‘had a plan’. What did he plan to do?

Mark Expected Answer Allow Don’t Allow

1 mark build / make a snowman / build a mudman

a snow character / a
character out of snow wait until it snowed some
(like Mr Avery) more

5 (a) What two things did Jem and Jean Louise do to make sure that they did not waste the
snow?

Mark Expected Answer Allow Don’t Allow

1 mark (i) (they) hopped Lift, in whole or in part, of brought it from the back to
(across the front yard to ‘we hopped ….Miss the front (in baskets)
Miss Maudie’s house) // Maudie = 1. Excess
(They) didn’t put both / denies. took it from neighbour’s /
two feet down (when Miss Maudie’s yard
they went across the
yard to Miss Maudie’s
house) // they walked /
moved on/ used (only)
one foot (when they
went across the yard to
Miss Maudie’s house)

Mark Expected Answer Allow Don’t Allow

1 mark (ii) (He / she / they / Lift of ‘Walk back in

Jem / Jean Louise) your earlier tracks’ They tried not to
walked back on / walk in it (paragraph
used her / their Lift of ‘Walk 1)
(earlier) tracks back…cautioned’

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(b) Why did Miss Maudie not think the snow was ‘wonderful’?

Mark Expected Answer Allow Don’t Allow

1 mark It might / would damage cold might damage etc Lift of ‘She was bending
/ ruin / kill / be her flowers // it was too over some flower bushes,
dangerous for her cold for her flowers wrapping them in canvas
flowers bags to protect them from
the unprecedented cold’

OR
Her flower bushes might snow / cold would be She protected her flowers
/ would die (of cold) bad / would not be good (from the cold)
for her flowers
OR
She was forced / had to her flowers were ‘them’ alone for flowers etc.
wrap canvas bags round destroyed
her flower bushes // she
was forced / had to wrap the snow made her flowers
her flower bushes in cold
canvas bags
cold might affect her
flowers
OR
She was forced /had to bushes / plants / shrubs snow caused
protect her flower / plantation for flowers unprecedented cold to her
bushes from the cold / flowers
from dying /damage

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6 (a) What was unusual about the method the children used to build the snowman?

Mark Expected Answer Allow Don’t Allow

1 mark it was made of mud as they used mud as part they used mud (alone)
well as snow // there of it // they used mud
was mud under the and snow
snow
They used mud as well / they used mud instead of
too snow

they used mud because

there wasn’t enough snow

they used mud to make the

torso / stomach

(b) Why does the writer say that Jem treated the snow ‘as if it were powdered diamonds’?

Mark Expected Answer Allow Don’t Allow

1 mark it was precious / rare / beautiful / special it was expensive/ it was in

valuable pieces

limited / not much important

lack of snow / less snow /

not enough (not a synonym
for rare)

he didn’t want to waste it

treated it carefully

it sparkled

Additional information

0 (N) answers do not negate an otherwise correct answer.

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(c) Why do you think Jem saved for himself the part of the snowman facing the street?

Mark Expected Answer Allow Don’t Allow

1 mark that is the part people / (he thought) his part so that people would see
everyone would see // would be better than that he had made it
people wouldn’t see the Jean Louise’s / he was
back // he wanted to better at building so that it would look like Mr
show off (his part / work snowmen than Jean Avery
/ what he had done) // he Louise
wanted to be he was good at building
complimented snowmen

he wanted the part

facing the street to be
nice / lovely / attractive

he thought Jean Louise

wouldn’t be good at it

(d) Jem ‘reddened’ from Father’s compliment. What emotion is Jem feeling here?

Mark Expected Answer Allow Don’t Allow

1 mark pride / pleasure / happiness / satisfaction anger / guilt / confusion /

embarrassment / / contentment / delight mortification / surprise /
awkwardness excitement

he felt flattered / he blushed

honoured / appreciated

bashful / shy he felt good

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(e) Explain in your own words why Jem ‘looked up anxiously’.

Mark Expected Answer Allow Don’t Allow

1 mark PUZZLED: confused / confounded / mystified / Surprised / shocked /

perplexed/ bemused / stumped / unable to uncertain / doubtful / unsure
bewildered / baffled / work out / trying to work / curious / amazed
quizzical out

1 mark PEERING: staring / Looking / observing /

gazing / gaping / looking for a short time
gawping / looking closely
/ looking intently /
looking carefully /
looking thoughtfully /
looking concentratedly

Additional information

This is an OWN WORDS question. Key words are and PUZZLED and PEERING

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(f) Explain exactly why Father told the children they had to ‘disguise’ the snowman.

Mark Expected Answer Allow Don’t Allow

1 mark it looked like / Lift of ‘(I don’t care what So that Mr Avery wouldn’t
resembled/ was a you do but) you can’t see it
caricature / model of Mr make caricatures of
Avery / his friend / other people’
someone they knew / a
neighbour // They were so that people wouldn’t ‘faces’ for ‘caricature’
mocking Mr Avery / his see it looked like Mr
friend / someone they Avery etc
knew / a neighbour // Mr
Avery might be offended so that Mr Avery it looked like / resembled a
// it was disrespectful to wouldn’t recognise (nother) person
Mr Avery / someone himself / it
they knew / his friend / a It shouldn’t resemble /
neighbour mock another person

it was a caricature of / it was a caricature

was mocking a (nother) (alone)
person

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7 (a) Minutes later, ‘it seemed’, Jean Louise was awakened by her father. What do you think
is implied by the expression ‘it seemed’?

Mark Expected Answer Allow Don’t Allow

1 mark She felt she’d been asleep for she had barely slept she wasn’t sure if it was
(only) a short time // it seemed her father / brother
like minutes but it wasn’t / it (who woke her up) //
was a lot longer she didn’t know who
woke her up
She had been asleep for
longer than minutes / a while / she was in a deep
for a long time // She didn’t feel sleep / dreaming /
the time pass by // she didn’t confused
know how quickly time had
passed she wasn’t sure if she
was awake

mere synonyms for ‘it

seemed’

(b) What exactly was ‘the trouble in the street’?

Mark Expected Answer Allow Don’t Allow

1 mark Miss Maudie’s / the (a) house was on fire there was a fire
neighbour’s house was
on fire / was burning Miss Maudie’s kitchen was
(the) house was on fire on fire

the siren was wailing

her house was on fire

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(c) Explain in your own words what effect ‘the smell of burning’ had on Jean Louise.

Mark Expected Answer Allow Don’t Allow

1 mark HELPLESS: powerless didn’t know what to do hopeless / forlorn /

/ impotent / could do desperate
nothing / useless

1 mark DREAD: terror / fright / Accept adjectives, e.g. Shock / nervousness /

fear / horror / scared worry / threat / panic /
trepidation / alarm apprehension

Additional information

This is an OWN WORDS question. Key words are HELPLESS and DREAD.

© Cambridge International Examinations 2016

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8 (a) The fire was ‘eating its way’ into the roof. What effect is created here that would not be
created by, for example, the word ‘burned’?

Mark Expected Answer Allow Don’t Allow

1 mark The fire was systematic / Accept other images, Personification is used / the
purposeful / destroyed e.g. consumed / fire is alive
everything (in its path) devoured / hungry / a
beast
Burned (everything)
OR idea of personality violent / furious
e.g. the fire was Bit by bit / gradually
merciless / cruel / pitiless
/ remorseless / relentless Big / hot / fast / spreading /
/ unstoppable / ferocious / increasing / dreadful
aggressive
intense / engulfing

(b) ‘The fire had gone out ‘around midnight’. Why do you think ‘it was dawn’ before the
men began to leave?

Mark Expected Answer Allow Don’t Allow

1 mark they wanted to be sure they were comforting / any suggestion the fire was
the fire was out // it took supporting / helping still burning, e.g. they beat
a long time to be sure Miss Maudie out sparks of burning wood
that the fire was out // // they threw blankets down
they wanted to be sure
another fire didn’t start // they took (the burnt) things
they were worried out // they inspected the
another fire might damage
/would start // they
wanted to be sure it was it took a long time /until
safe to leave dawn to put the fire (right)
out

to protect surrounding
properties

they were supporting her

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9 Choose five of the following words. For each of them give one word or short phrase (of
not more than seven words) which has the same meaning that the word has in the
passage.

Mark Words Expected Answer Don’t Allow

1 mark 1.glistening (L10) shining / sparkling / glittering / covered / reflecting

light-reflecting /gleaming / glinting/
For each shimmering / twinkling / lustrous /
correct glowing
meaning
(max 5) 2. operation (L12) procedure / process / job / objective / intention / plan /
undertaking / task/ exercise / mission / affair / attempt /
labour / enterprise / work / activity target / method
/ action / assignment / project /
venture / manoeuvre /endeavour

3. cautioned (L14) warned / advised /counselled / instructed / directed /

urged / alerted / (telling) to be made aware / told /
careful / (telling) to be wary commanded / admonished
/ suggested / alarmed /
recommended

4. pensively (L17) thoughtfully/musingly/ carefully / deeply / closely

contemplatively / meditatively / / attentively / intently /
contemplatingly / reflectively / seriously / solemnly /
ruminatingly // thinking carefully / thinking (alone)
thinking deeply / thinking
seriously

5. moulded (L18) (re-) shaped / sculpted / formed / added / attached / chased

made / created / fashioned / / smoothed / carved /
structured / worked / styled / built folded
/ modelled / manufactured /
constructed / designed

6. groggy (L32) sleepy / half- asleep / half awake / disorientated / indolent /

dazed / drowsy / dozy / heavy lazy / sluggish / tired /
eyed / woozy / dopey / befuddled confused / lethargic /
without energy

7. confirm (L33) verify / prove /testify (to) / affirm / make sure / ensure /
witness (to) / endorse /bear out/ insure / make certain /
corroborate / substantiate / / back approve / agree (with) /
up / ratify / validate / authenticate correct / check / justify /
/ reinforce / support / uphold / highlight / accentuate /
(provide) evidence / remove underline / stress /
doubt / attest / back up guarantee / certify / assure
/ reassure / consolidate

8 heap (L40) pile / stack / mound / mass / mountain / mount / hill /

accumulation bundle / remains

© Cambridge International Examinations 2016

 Cambridge International Examinations
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/11

Paper 1 Writing October/November 2016
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the October/November 2016 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.

® IGCSE is the registered trademark of Cambridge International Examinations.

This document consists of 9 printed pages.

© UCLES 2016 [Turn over

 Page 2 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 11

MARKING of LANGUAGE Section 1 and Section 2

General Assessment Objectives for WRITING

W1. Communicate appropriately, with a clear awareness of purpose, audience and register.
W2. Communicate clearly and develop ideas coherently, at word level, at sentence level and at whole
text level.
W3. Use accurate spelling, punctuation and grammar.
W4. Communicate creatively, using a varied range of vocabulary, sentence structures and linguistic
devices.

The above objectives are assessed by impression, using as guides the Band descriptions in this
mark scheme, any photostats (if available) and any exemplar marked scripts showing performance
across the expected range of achievement.

Specific Assessment Objectives for Section 1: Directed Writing

To test the candidate’s ability to:

1 write a letter which communicates information and persuades clearly, accurately and
economically;

2 carry out the instructions as detailed on the question paper regarding the particular information
required.

Detailed Marking Instructions for Section 1: Directed Writing

The 30 marks are allocated as follows:

Task Fulfilment 15 marks

Language 15 marks

N.B. Assessing task fulfilment means more than including the bullet/content points.

N.B. Candidates who address only two points must be in Band 3 or below for TF.

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SECTION 1 TASK FULFILMENT MARK

Band 1 (15–13 marks)

• Good understanding of purpose.
• Clear awareness of situation and audience.
• Format entirely appropriate.
• All required points developed in detail, fully amplified and well organised.
• Given information well used to justify personal opinion and interpretation.
• Tone and register entirely appropriate.

Band 2 (12–10 marks)

• An understanding of purpose.
• An awareness of situation and audience.
• Format appropriate.
• All required points addressed but not always developed in detail.
• Given information organised to support personal opinion.
• Tone and register appropriate.

Band 3 (9–7 marks)

• Some understanding of purpose.
• Some awareness of situation and audience.
• Format generally appropriate.
• At least two required points addressed (and partially/fully developed).
• Given information may not be logically used to support opinion.
• Tone usually appropriate, although there may be slips of register.

Band 4 (6–4 marks)

• Only partial understanding of purpose.
• Some confusion as to situation and audience.
• Format may be inappropriate.
• At least one of the required points addressed (and partially/fully developed).
• Given information may be used irrelevantly.
• Tone may be uneven.

Band 5 (3–1 marks)

• Misunderstanding of purpose.
• Confusion as to situation and audience.
• Little evidence of a specific format.
• None of the required points addressed.
• Given information misunderstood or irrelevant.
• Tone may be inappropriate.

A mark of 0
should be given only when:
• the response is totally incomprehensible or
• the candidate has merely copied out the question or parts of it at random or
• the question is not attempted at all.

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SECTION 1 LANGUAGE MARK

Band 1 (15–14 marks)

• Highly accurate, apart from very occasional slips.
• Sentence structures varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate, apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.

Band 2 (13–12 marks)

• Accurate; occasional errors are either slips or caused by ambition.
• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation, but sequence consistent and clear
throughout.
• Vocabulary precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked, and show some evidence of planning.

Band 3 (11–10 marks)

• Mostly accurate; errors from ambition do not mar clarity of communication.
• Some variety of sentence structures, but tendency to repeat sentence types may produce
monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence sufficient to sustain
clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious words.
• Punctuation generally accurate and sentence separation correctly marked, but errors may
occur e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious words.
• Paragraphs may show some unity, although links may be absent or inappropriate.

Band 4 (9–8 marks)

• Sufficiently accurate to communicate meaning, with patches of clear, accurate language.
• Some variety of sentence length and structure, not always for particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty in sequence of events or
disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.
• Punctuation used but not always helpful; occasional sentence separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.

Band 5 (7–6 marks)

• Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper precision
and distract reader from content.
• Some simple structures accurate but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some idiomatic errors likely.
• Simple punctuation usually accurate, but there may be frequent sentence separation errors.
• Spelling of simple vocabulary accurate; frequent errors in more difficult words.
• Paragraphs used haphazardly.

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Cambridge O Level – October/November 2016 1123 11

Band 6 (5–4 marks)

• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be corrected without
re-writing the sentence); communication established, although weight of error may cause some
‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise; significant idiomatic errors.
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.

Band 7 (3–2 marks)

• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the reader to re-read
and re-organise); meaning may be partly hidden by density of linguistic error.
• Unlikely to be more than a few accurate sentences, however simple, in the whole essay.

Band 8 (1–0 mark)

• Scripts almost entirely or entirely impossible to recognise as pieces of English writing; whole
sections make no sense at all.
• Where occasional patches of relative clarity are evident, 1 mark should be given.
• The mark of 0 is reserved for scripts that make no sense at all from beginning to end.

© UCLES 2016
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Cambridge O Level – October/November 2016 1123 11

Detailed Marking Instructions for Section 2: Creative Writing

30 marks are allocated. The ‘best fit’ principle is applied, as in the following table. N.B. Primary
emphasis is on quality of Language; comments on Content used to adjust mark within Band.

SECTION 2 MARK

Band 1 (30–27 marks)

• Highly accurate, apart from very occasional slips.
• Sentence structure varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.

¾ Consistently relevant. Interest aroused and sustained.

¾ Tone and register entirely appropriate.
¾ Discursive essays are well developed, logical, even complex, in argument.
¾ Descriptive essays have well-developed images helping to create complex atmospheres.
¾ Narratives are complex, sophisticated, possibly tense, and may contain devices such as
flashbacks.

Band 2 (26–23 marks)

• Accurate, occasional errors are either slips or caused by ambition.
• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation but sequence consistent and clear
throughout.
• Vocabulary wide and precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked, and show some evidence of planning.

¾ Relevant. Interest aroused and mostly sustained.

¾ Tone and register appropriate.
¾ Discursive essays have clearly-defined, cohesive, logical stages in their argument.
¾ Descriptive essays have interesting images and range of detail, helping to create effective
atmospheres.
¾ Narratives have effective detail creating character or setting, and may contain some sense of
climax.

© UCLES 2016
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Cambridge O Level – October/November 2016 1123 11

Band 3 (22–19 marks)

• Mostly accurate, errors from ambition do not mar clarity of communication.
• Some variety of sentence structures, but tendency to repeat sentence types may
produce monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence sufficient to
sustain clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious words.
• Punctuation generally accurate and sentence separation correctly marked, but errors
may occur e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious words.
• Paragraphs may show some unity, although links may be absent or inappropriate.

¾ Relevant. Some interest aroused, although there may some lack of originality and/or planning.
¾ Tone usually appropriate, although there may be slips of register.
¾ Discursive essays make a series of relevant points, with some being developed; linking of
ideas may be insecure.
¾ Descriptive essays have satisfactory images, ideas and details which help to create
atmosphere.
¾ Narratives are straightforward with proper sequencing of sentences.

Band 4 (18–15 marks)

• Sufficiently accurate to communicate meaning, with patches of clear, accurate language.
• Some variety of sentence length and structure, not always for particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty in sequence of
events or disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.
• Punctuation used but not always helpful; occasional sentence separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.

¾ Attempt to address topic but there may be digressions or failures of logic. May lack liveliness
and interest.
¾ Tone may be uneven.
¾ Discursive essays have mainly relevant points but may be only partially developed, with some
repetition.
¾ Descriptive essays have some detail but may rely too much on narrative.
¾ Narratives are largely a series of events with only occasional details of character and setting.

© UCLES 2016
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Cambridge O Level – October/November 2016 1123 11

Band 5 (14–11)
• Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper
precision and distract reader from content.
• Some simple sentence structures accurate but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some idiomatic errors
likely.
• Simple punctuation usually accurate, but there may be frequent sentence separation
errors.
• Spelling of simple vocabulary accurate; frequent errors in more difficult words.
• Paragraphs used haphazardly.

¾ Some relevance. Some interest.

¾ Tone may be inconsistent.
¾ Discursive essays make a few points but development is simple and not always logical; some
obvious repetition of ideas.
¾ Descriptive essays are relevant but lack scope or variety.
¾ Narratives are simple, everyday or immature.

Band 6 (10–7)
• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be corrected
without re-writing the sentence); communication established, although weight of error
may cause some ‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise; significant idiomatic
errors.
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.

¾ A little relevance. A little interest.

¾ Some recognition of appropriate tone.
¾ In Discursive essays only a few points are discernable and the argument progresses only here
and there.
¾ In Descriptive essays the overall picture is unclear.
¾ Narratives are very simple and may narrate events indiscriminately.

Band 7 (6–3)
• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the reader to
re-read and re-organise); meaning may be partly hidden by density of linguistic error.
• Unlikely to be more than a few accurate sentences, however simple, in the whole essay.

¾ Little relevance or interest.

¾ Tone may be inappropriate.
¾ In Discursive essays only a very few points are discernable and the argument barely
progresses.
¾ In Descriptive essays the overall picture is very unclear.
¾ Narratives are extremely simple and may narrate events indiscriminately.

© UCLES 2016
Page 9 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 11

Band 8 (2–0)
• Scripts almost entirely or entirely impossible to recognise as pieces of English writing;
whole sections make no sense at all.
• Where occasional patches of relative clarity are evident, 2 or 1 mark(s) should be given.
• The mark of 0 is reserved for scripts that make no sense at all from beginning to end.

¾ Discursive essays are rarely relevant and may well be disordered, as are Descriptive essays
and Narratives.

© UCLES 2016
 Cambridge International Examinations
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing October/November 2016
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the October/November 2016 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.

® IGCSE is the registered trademark of Cambridge International Examinations.

This document consists of 9 printed pages.

© UCLES 2016 [Turn over

 Page 2 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 12

MARKING of LANGUAGE Section 1 and Section 2

General Assessment Objectives for WRITING

W1. Communicate appropriately, with a clear awareness of purpose, audience and register.
W2. Communicate clearly and develop ideas coherently, at word level, at sentence level and at whole
text level.
W3. Use accurate spelling, punctuation and grammar.
W4. Communicate creatively, using a varied range of vocabulary, sentence structures and linguistic
devices.

The above objectives are assessed by impression, using as guides the Band descriptions in this
mark scheme, any photostats (if available) and any exemplar marked scripts showing performance
across the expected range of achievement.

Specific Assessment Objectives for Section 1: Directed Writing

To test the candidate’s ability to:

1 write an letter which communicates information and persuades clearly, accurately and
economically;

2 carry out the instructions as detailed on the question paper regarding the particular information
required.

Detailed Marking Instructions for Section 1: Directed Writing

The 30 marks are allocated as follows:

Task Fulfilment 15 marks

Language 15 marks

N.B. Assessing task fulfilment means more than including the bullet/content points.

N.B. Candidates who address only two points must be in Band 3 or below for TF.

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SECTION 1 TASK FULFILMENT MARK

Band 1 (15–13 marks)

• Good understanding of purpose.
• Clear awareness of situation and audience.
• Format entirely appropriate.
• All required points developed in detail, fully amplified and well organised.
• Given information well used to justify personal opinion and interpretation.
• Tone and register entirely appropriate.

Band 2 (12–10 marks)

• An understanding of purpose.
• An awareness of situation and audience.
• Format appropriate.
• All required points addressed but not always developed in detail.
• Given information organised to support personal opinion.
• Tone and register appropriate.

Band 3 (9–7 marks)

• Some understanding of purpose.
• Some awareness of situation and audience.
• Format generally appropriate.
• At least two required points addressed (and partially/fully developed).
• Given information may not be logically used to support opinion.
• Tone usually appropriate, although there may be slips of register.

Band 4 (6–4 marks)

• Only partial understanding of purpose.
• Some confusion as to situation and audience.
• Format may be inappropriate.
• At least one of the required points addressed (and partially/fully developed).
• Given information may be used irrelevantly.
• Tone may be uneven.

Band 5 (3–1 marks)

• Misunderstanding of purpose.
• Confusion as to situation and audience.
• Little evidence of a specific format.
• None of the required points addressed.
• Given information misunderstood or irrelevant.
• Tone may be inappropriate.

A mark of 0
should be given only when:
• the response is totally incomprehensible or
• the candidate has merely copied out the question or parts of it at random or
• the question is not attempted at all.

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SECTION 1 LANGUAGE MARK

Band 1 (15–14 marks)

• Highly accurate, apart from very occasional slips.
• Sentence structures varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate, apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.

Band 2 (13–12 marks)

• Accurate; occasional errors are either slips or caused by ambition.
• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation, but sequence consistent and clear
throughout.
• Vocabulary precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked, and show some evidence of planning.

Band 3 (11–10 marks)

• Mostly accurate; errors from ambition do not mar clarity of communication.
• Some variety of sentence structures, but tendency to repeat sentence types may produce
monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence sufficient to sustain
clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious words.
• Punctuation generally accurate and sentence separation correctly marked, but errors may
occur e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious words.
• Paragraphs may show some unity, although links may be absent or inappropriate.

Band 4 (9–8 marks)

• Sufficiently accurate to communicate meaning, with patches of clear, accurate language.
• Some variety of sentence length and structure, not always for particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty in sequence of events or
disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.
• Punctuation used but not always helpful; occasional sentence separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.

Band 5 (7–6 marks)

• Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper precision
and distract reader from content.
• Some simple structures accurate but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some idiomatic errors likely.
• Simple punctuation usually accurate, but there may be frequent sentence separation errors.
• Spelling of simple vocabulary accurate; frequent errors in more difficult words.
• Paragraphs used haphazardly.

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Band 6 (5–4 marks)

• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be corrected without
re-writing the sentence); communication established, although weight of error may cause some
‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise; significant idiomatic errors
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.

Band 7 (3–2 marks)

• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the reader to re-read
and re-organise); meaning may be partly hidden by density of linguistic error.
• Unlikely to be more than a few accurate sentences, however simple, in the whole essay.

Band 8 (1–0 mark)

• Scripts almost entirely or entirely impossible to recognise as pieces of English writing; whole
sections make no sense at all.
• Where occasional patches of relative clarity are evident, 1 mark should be given.
• The mark of 0 is reserved for scripts that make no sense at all from beginning to end.

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Detailed Marking instructions for Section 2: Creative Writing

30 marks are allocated. The ‘best fit’ principle is applied, as in the following table. N.B. Primary
emphasis is on quality of Language; comments on Content used to adjust mark within Band.

SECTION 2 MARK

Band 1 (30–27 marks)

• Highly accurate, apart from very occasional slips.
• Sentence structure varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.

¾ Consistently relevant. Interest aroused and sustained.

¾ Tone and register entirely appropriate.
¾ Discursive essays are well developed, logical, even complex, in argument.
¾ Descriptive essays have well-developed images helping to create complex atmospheres.
¾ Narratives are complex, sophisticated, possibly tense, and may contain devices such as
flashbacks.

Band 2 (26–23 marks)

• Accurate, occasional errors are either slips or caused by ambition.
• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation but sequence consistent and clear
throughout.
• Vocabulary wide and precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked, and show some evidence of planning.

¾ Relevant. Interest aroused and mostly sustained.

¾ Tone and register appropriate.
¾ Discursive essays have clearly-defined, cohesive, logical stages in their argument.
¾ Descriptive essays have interesting images and range of detail, helping to create effective
atmospheres.
¾ Narratives have effective detail creating character or setting, and may contain some sense of
climax.

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Band 3 (22–19 marks)

• Mostly accurate, errors from ambition do not mar clarity of communication.
• Some variety of sentence structures, but tendency to repeat sentence types may
produce monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence sufficient to
sustain clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious words.
• Punctuation generally accurate and sentence separation correctly marked, but errors
may occur e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious words.
• Paragraphs may show some unity, although links may be absent or inappropriate.

¾ Relevant. Some interest aroused, although there may some lack of originality and/or planning.
¾ Tone usually appropriate, although there may be slips of register.
¾ Discursive essays make a series of relevant points, with some being developed; linking of
ideas may be insecure.
¾ Descriptive essays have satisfactory images, ideas and details which help to create
atmosphere.
¾ Narratives are straightforward with proper sequencing of sentences.

Band 4 (18–15 marks)

• Sufficiently accurate to communicate meaning, with patches of clear, accurate language.
• Some variety of sentence length and structure, not always for particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty in sequence of
events or disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.
• Punctuation used but not always helpful; occasional sentence separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.

¾ Attempt to address topic but there may be digressions or failures of logic. May lack liveliness
and interest.
¾ Tone may be uneven.
¾ Discursive essays have mainly relevant points but may be only partially developed, with some
repetition.
¾ Descriptive essays have some detail but may rely too much on narrative.
¾ Narratives are largely a series of events with only occasional details of character and setting.

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Band 5 (14–11)
• Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper
precision and distract reader from content.
• Some simple sentence structures accurate but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some idiomatic errors
likely.
• Simple punctuation usually accurate, but there may be frequent sentence separation
errors.
• Spelling of simple vocabulary accurate; frequent errors in more difficult words.
• Paragraphs used haphazardly.

¾ Some relevance. Some interest.

¾ Tone may be inconsistent.
¾ Discursive essays make a few points but development is simple and not always logical; some
obvious repetition of ideas.
¾ Descriptive essays are relevant but lack scope or variety.
¾ Narratives are simple, everyday or immature.

Band 6 (10–7)
• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be corrected
without re-writing the sentence); communication established, although weight of error
may cause some ‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise; significant idiomatic
errors.
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.

¾ A little relevance. A little interest.

¾ Some recognition of appropriate tone.
¾ In Discursive essays only a few points are discernable and the argument progresses only here
and there.
¾ In Descriptive essays the overall picture is unclear.
¾ Narratives are very simple and may narrate events indiscriminately.

Band 7 (6–3)
• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the reader to
re-read and re-organise); meaning may be partly hidden by density of linguistic error.
• Unlikely to be more than a few accurate sentences, however simple, in the whole essay.

¾ Little relevance or interest.

¾ Tone may be inappropriate.
¾ In Discursive essays only a very few points are discernable and the argument barely
progresses.
¾ In Descriptive essays the overall picture is very unclear.
¾ Narratives are extremely simple and may narrate events indiscriminately.

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Band 8 (2–0)
• Scripts almost entirely or entirely impossible to recognise as pieces of English writing;
whole sections make no sense at all.
• Where occasional patches of relative clarity are evident, 2 or 1 mark(s) should be given.
• The mark of 0 is reserved for scripts that make no sense at all from beginning to end.

¾ Discursive essays are rarely relevant and may well be disordered, as are Descriptive essays
and Narratives.

© UCLES 2016
 Cambridge International Examinations
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading October/November 2016
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the October/November 2016 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.

® IGCSE is the registered trademark of Cambridge International Examinations.

This document consists of 15 printed pages.

© UCLES 2016 [Turn over

 Page 2 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 21

1 (a) Identify and write down the points in the passage which describe the uses and rise in
popularity of glass in former times, and the reasons for the uses and continuing
popularity of glass in modern times.

Mark Expected Answer Allow Don’t Allow

1 mark for 1 Used to make

each jewellery in
correct Mesopotamia (5000
point up years ago)
to a max
of 15 2 In (Ancient) Egypt, Point 2 and point 3 require Rapid growth in glass-
utensils made from an Egyptian context but if making technology
glass (were given as such context is missing,
presents to penalise only once (no
important people) double penalty)

3 Egyptians developed
techniques to make /
made range of
colours // Egyptians
developed
techniques to make /
made vibrant colours

4 Romans used Lift of line 15

patterns of coloured ’mosaics…artwork’
glass / mosaics to
cover floors /walls / Point 4, 5 and point 6
as art(work) / as require Romans as agent
decoration but if agent is missing,
penalise first omission
5 Roman glass only (no double penalty)
utensils became
inexpensive / less
expensive than
pottery ones

6 Romans used (clear)

glass for
architectural
purposes / windows
(of public buildings /
luxurious houses)

7 (Invention of) glass- ‘Glass was blown’ for

blowing (to make ‘glass-blowing’
utensils / bottles)

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Mark Expected Answer Allow Don’t Allow

8 (Glass) spread to Lift of lines 24–26 ‘the fact Glass was found in
many / other parts of … parts of the world’ Greece / many parts
the world (examples (accept run on into of the world
of countries alone = examples)
0)

9 In (Christian)
churches, stained ‘small pieces of coloured ‘Coloured glass’
glass (windows) told glass held together by (alone) for ‘stained
religious stories (to lead’ for ‘stained glass’ glass’
illiterate people)

10 Admiration of the art

of stained glass Lift of line 30 ‘admiration
(ensured its / glass’s for the artistry involved
popularity) here’ provided point 9 has
been made

11 Glass allows the

entry of natural
light, creating a
feeling of airiness /
space

12 Architects can show

their creativity by Creativity can be shown
taking advantage of / by using (different)
using (different) patterns/ colours (of
patterns/ colours (of glass)
glass)

13 Using glass to build

walls means that
less electricity is
required to light
buildings

14 (Glass) is a bad
conductor of heat / is
a good insulator /
regulates
heat/temperature (in
hot / cold countries)
// in cold countries
(glass) keeps heat in
and in hot countries
it keeps heat out

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Mark Expected Answer Allow Don’t Allow

15 (glass) reduces / ‘energy’ for ‘fuel’

cuts down / saves on
bills / costs for fuel / Lift of lines 37–38 ‘This
heating / air means that … much
conditioning reduced’

16 Giving glass coating Used for / in coating /

/ insulation makes it insulation
(more) energy
saving Glass is made of
different coatings

17 Used in architectural An inexpensive building Used in architectural

design / by material design / public
architects / in public buildings / office
buildings / in office complexes (alone)
complexes because
it is (a relatively)
inexpensive (building
material)

18 Curved glass is used

in (construction of) ‘infrastructure’ for
airports / concert ‘airports’, etc.
halls / shopping
arcades

19 Completely
recyclable

20 (Glass) can be
recycled more easily
than other (storage)
materials / plastic

21 (Glass is used) to Lift of line 46 ‘playing …

educate / give planet’ ‘Recycling’ (alone) for
awareness about ‘environmental issues
environmental Lift of lines 48- 49 / awareness’
issues / saving the ‘(Ngwenya Glass) works
planet // (Glass is … awareness’
used) to give a
sense of
environmental
awareness

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(b) Use your notes to write a summary in which you describe the stages in the
development of railways and the benefits these developments brought, and the
advantages of train travel nowadays, as outlined in the passage.

SUMMARY STYLE DESCRIPTORS

Mark Own Words Mark Use of English

5 • Candidates make a sustained 5 • Apart from very occasional slips, the

attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips or
• Allow phrases from the text which minor errors. There is a marked ability
are difficult to substitute. to use original complex syntax
outside text structures.
• Punctuation is accurate and helpful to
the reader.
4 • There is a noticeable attempt to 4 • The language is almost always
re-phrase the text. accurate. Serious errors will be isolated.
• The summary is free from • Sentences show some variation,
stretches of concentrated lifting. including original complex syntax.
• Punctuation is accurate and generally
helpful.
3 • There are recognisable but 3 • The language is largely accurate.
limited attempts to re-phrase the • Simple structures tend to dominate and
text detail. Attempt may be limited serious errors are not frequent,
by irrelevance or by oblique or although they are noticeable.
mangled relevance. • Where sentences show some variety
• Groups of text expression are and complexity, they will generally be
interlaced with own words. lifted from the text.
• The expression may not always • Serious errors may occur when more
be secure, but the attempt to sophisticated structures are attempted.
substitute the text will gain credit. • Punctuation is generally accurate.
2 • Wholesale copying of large 2 • Meaning is not in doubt but serious
areas of the text, but not a errors are becoming more frequent.
complete transcript, [8+ errors as a guide, but balance
• Attempts to substitute own against sentence structure is also
language will be limited to single necessary]
word expression. • Some simple structures will be accurate,
• Irrelevant sections of the text will although this accuracy is not sustained
be more frequent at this level and for long.
below. • Simple punctuation will usually be
correct.
1 • Pretty well a complete transcript 1 • Heavy frequency of serious errors,
of the text expression. sometimes impeding reading.
• There will also be random • Fractured syntax is much more
transcription of irrelevant sections pronounced at this level.
of the text.
0 • Complete transcript 0 • Heavy frequency of serious errors
throughout.
• Fractured syntax

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2 From your reading of paragraph 1, decide whether each of the following statements is true
or false and tick the boxes you have chosen.

Mark Expected Answer Allow Don’t Allow

1 mark Statement 1 is false Any clear indication of If both true and false are
choice even if it not a tick, indicated against any
1 mark Statement 2 is true e.g. cross, star, asterisk statement

1 mark Statement 3 is false

3 From paragraph 6, select and write down two of the writer’s opinions. You may use the
words of the text or your own words.

Mark Allow Don’t Allow

1 mark Opinion 1: The best way Slips, e.g. misspelling of

for an architect to show ‘architect’ or ‘absolutely’
his creativity is by using or American spelling of’
different patterns and colour’
colours of glass. Excess
denies.

+ Opinion 2: Buildings
made of glass are
1 mark absolutely stunning.
Excess denies.

Additional information

Allow own word attempts but for Opinion 1 above, ‘best’ or equivalent must be included

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4 (a) In which two ways, according to Pi, was his name odd?

Mark Expected Answer Allow Don’t Allow

1 mark (i) he was named after/ Lift of ‘I was named after

called after / had the a swimming pool’
same name as a
swimming pool / as It meant swimming pool
Piscine Molitor // his
name / Piscine was the
French word for
swimming pool /

1 mark (ii) his parents never liked Lift of ‘my parents never
large expanses of water liked large expanses of
water’

Allow inclusion of’ what

was even odder about his
/ my name’ in either limb

Additional information

(b) Pi’s uncle was ‘a great storyteller’. What was the topic of his favourite story?

Mark Expected Answer Allow Don’t Allow

1 mark Piscine Molitor / Molitor A swimming pool /

Swimming Pool swimming pools

swimming
competitions

5 (a) Explain in your own words what prompted one of Pi’s classmates to make fun of his
name.

Mark Expected Answer Allow Don’t Allow

1 mark EVIL: bad / wicked / Mean Mischievous /

malicious / nasty / cruel He was a bully unfriendly / unkind

1 mark GENIUS: smartness / Bright / brainy

intelligence / cleverness A great / good mind /
brain
Knowledge

Additional information

This is an OWN WORDS question. Key words are EVIL and GENIUS.

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(b) One of Pi’s classmates pointed at him In what way did the other children show their
‘cruelty’?

Mark Expected Answer Allow Don’t Allow

1 mark they laughed (at Pi / him / Lift of ‘laughter would drift They laughed at him
Pi’s name / until they filed across the yard to me all day (or any other
into class) (unprovoked)’. extension of time
Excess denies beyond filing into
class)

(c) Pick out and write down the single word which shows that Pi dealt with ‘the cruelty of
children’ in different ways.

Mark Expected Answer Allow Don’t Allow

1 mark alternatively The use of the correct More than one word
word in a phrase or
sentence provided that it
is underlined or otherwise
highlighted.

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6 (a) The lessons ‘started to stretch out like a desert’. What impression of the lessons is
given by this description?

Mark Expected Answer Allow Don’t Allow

1 mark (they were) monotonous Hot / long)

/ boring / dull / tedious / Drag (slowly)
dry / tiresome / Spread out
all the same / lifeless Tiring / tire
/seemingly endless Tense
Unenjoyable
Difficult

(b) Why did the teachers wipe ‘their foreheads with their handkerchiefs’?

Mark Expected Answer Allow Don’t Allow

1 mark it was hot // they were The high temperature // to Warm

sweating (in the heat) clean off / wipe sweat The temperature rose
/ was rising
The temperature
(alone)

(c) ‘I anticipated the insult’. What was the insult he anticipated?

Mark Expected Answer Allow Don’t Allow

1 mark Teacher(s) would smirk ‘Smile’ or ‘laugh’ for ‘smirk’ Smirking (alone)
when using Pi’s name /
at Pi’s Teachers smirking
(alone)

‘they’ for ‘teachers’

Teachers would make

fun of his name

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(d) Explain fully how Pi reacted when he ‘anticipated the insult’.

Mark Expected Answer Allow Don’t Allow

1 mark (i) he decided not to He refused to answer (the Lift of ‘sometimes

answer (the question) when my hand
question) // he …offering to answer’
changed his mind
about answering He was unsure /
(the question) / he uncertain about
didn’t answer (the answering the
question) question

1mark (ii) he took his hand

down

7 (a) Give two pieces of evidence which suggest that Ravi had ‘a good reputation’ in the
school.

Mark Expected Answer Allow Don’t Allow

1 mark (i) he was (very) clever Lift, in whole or on

/ smart / bright / part, of lines 19–20 ‘I
intelligent, etc. would suffer from
having to follow in the
footsteps of a very
clever older sibling,
who already had a
good reputation’

He was a clever older

1 mark (ii) he was/ had been sibling
elected captain of
the (school) cricket Lift of line 22 ‘But it
team wasn’t being related
to Ravi, the elected
captain of the school
cricket team…’

He was an excellent
swimmer

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(b) In what way did Pi suffer because he lived ‘by the sea’?

Mark Expected Answer Allow Don’t Allow

1 mark he was an excellent Lift of lines 20–22 ‘That I he was an excellent /

swimmer BUT others / was an excellent swimmer very good swimmer
people / his classmates / … see swimmers as rather (alone)
people living by the sea odd’
didn’t think that Excess denies
swimming was important people / his
OR Being an excellent classmates didn’t
he was an excellent swimmer was seen as think that swimming
swimmer BUT others / unimportant / (rather) odd / was important (alone)
people / his classmates / was unimportant / (rather)
people living by the sea odd to other people / his being an excellent
saw swimmers / classmates / people living swimmer was
swimming as rather odd by the sea unimportant (alone)

He was seen as odd he was seen as odd

because he was an
excellent swimmer he saw swimmers as
odd
He wasn’t recognised /
noticed for his excellent
swimming

‘They’ for people,

classmates etc

Weaker forms of
‘excellent’, e.g. ‘good’

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8 (a) Pi had a ‘plan’. Without using the words of the passage, explain in no more than
fifteen words what the plan was.

Mark Expected Answer Allow Don’t Allow

1 mark (i) to tell everyone / the To emphasise his name To tell everyone / his
class/ his teachers being Pi // to make people class / his teachers
his name was / he call him Pi that his name was not
was called Pi // to Piscine
say what he wanted Reference to writing (on
to be called / his board) as long as the
new ideas of old name and To escape from his
new name are mentioned name
for 1 mark each

Lift of lines 32–33 ‘I double Lift of lines 31–32 to

underlined the first two say ‘ my name…as Pi’
letters of my given name’
=1 Underlined first two
Paraphrases of this lift = 1 letters of his name
1 mark (ii) by changing / (alone)
shortening his name
(from Piscine) // so
that nobody would
call him Piscine / To avoid ridicule (of
know that his name his name)
was Piscine / know
his given / old / real /
full name

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(b) Why do you think Pi ‘hurried’ to the chalkboard?

Mark Expected Answer Allow Don’t Allow

1 mark he wanted to get there So that the teacher He was scared /

before the teacher told wouldn’t stop him / object nervous / excited
him to sit down / before (alone
the teacher stopped him Before he was told to sit
/ called him back / could down / before he was
say a word // they were stopped
supposed to call out their
names from their desks // Before the teacher could
he had not asked call out / say his name
permission to leave his NB although the pupils
desk were to call their names

Additional information

Inference must be related to teacher not pupils

9 (a) Why do you think Pi took ‘every chance’ he could to answer questions that day?

Mark Expected Answer Allow Don’t Allow

1 mark he wanted the teachers / He wanted to hear (the The lift in whole or in
the class / everyone to teachers say) his new part of line 39 ‘
remember/ use his new name / Pi teachers … to my ear’
name / the name Pi / to
call him Pi // he wanted He liked the sound of his So that no one would
to reinforce his new new name / Pi laugh at his name
name
He liked the teachers
calling him Pi / by his new
name

So he could hear his name

as a single syllable // so
teacher(s) / others called
him by a single syllable

To earn respect for his

new name / for his name
Pi

‘nickname’ for ‘new name’’

© UCLES 2016
Page 14 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 21

(b) What do you think Pi’s brother ‘might have been about to say’?

Mark Expected Answer Allow Don’t Allow

1 mark (that) Pi’s name was To say / call him by his He was about to call
Piscine / Pi wasn’t his real name // to call him him lemon pie
brother’s name / Pi was Piscine
a nickname / Pi had Any suggestion that
changed his name Piscine (alone) Ravi was going to
mock his name
(alone)

10 Choose five of the following words. For each of them give one word or short phrase (of
not more than seven words) which has the same meaning that the word has in the
passage.

Mark Words Expected Answer Don’t Allow

1 mark 1 waft (L9) drift / float / carry /glide / spread / fly / sweep /
For each filter come / travel / move
correct Any word with the idea of
meaning ‘speed’
(max 5)
2 unprovoked (L9) uninvited/ uncalled for / unwanted / unwelcome /
unprompted / not asked not angered / not
for / unwarranted / annoyed
without cause / for no
reason

3 freeze (L9) (stand) still / stop (what he pause / unable to move /

was doing) / did not move stagnate / not do
/ motionless / halt / stick anything / stay (in a
(in a position) / hold (a place)
position) / stay in place

4 inadvertently (L11) accidentally / without cause / without

unintentionally / without realising / without
meaning to / involuntarily / knowing / unconsciously
without intending to / secretly / unavoidably /
indirectly /
unwillingly

5 promptly (L30) immediately / at once/ decisively / suddenly /

without hesitation /without punctually
pausing / right away
/quickly / speedily / rapidly
/ fast / briskly / sharply /
smartly

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Page 15 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 21

Mark Words Expected Answer Don’t Allow

6 stunt(L35) trick / ruse / ploy/ scheme/ plan / action / technique /

device / dodge / tactic / act behaviour
/ move

7 sauntered(L45) walked slowly / wandered

/ moved slowly / ambled /
swaggered / strolled /
walked airily / walked
casually / walked
nonchalantly

8 refuge(L46) rescue / shelter / solace / comfort / relief /

sanctuary / retreat / peace / rest / freedom
asylum / protection /
shield / safety / haven /
security / place to hide

© UCLES 2016
 Cambridge International Examinations
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2016
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the October/November 2016 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.

® IGCSE is the registered trademark of Cambridge International Examinations.

This document consists of 17 printed pages.

© UCLES 2016 [Turn over

 Page 2 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

1 (a) Identify and write down the uses and benefits of palm oil in the present day, and then the
concerns associated with it and what is being done to address those concerns, as outlined in
the passage.

Mark Expected Answer Allow Don’t Allow

1 mark 1 used in the making of soap (based

for goods) because of lather produced
each
correct 2 (used to) make processed foods // it
point contains a (natural) preservative
up to a which enhances (some / processed)
max. of food’s shelf life
15
3 smooth / creamy (texture and ‘pastry and
absence of smell) makes it ideal / other baked
suitable / useable in (many) recipes / foods’ for
cooking / baking recipes etc

4 (Has) medicinal / medical properties // medicinal /

(has) health benefits // improves liver medical cures illnesses etc
health / immune system / skin purposes
nutrition

5 (used) to make / manufacture fuel / energy /

biodiesel biofuel for used as / for fuel
biodiesel in for cars
6 (biodiesel used to) provide(s) points 5–9
/make(s) fuel for cars / transport

7 (biodiesel used for) heating (buildings)

8 (biodiesel is) sustainable // (biodiesel

is) less polluting than petrol / coal /
gas / other fuels

9 waste material / shells and bunches of

palm fruit produce(s) energy / biofuel

10 (palm oil) can be treated (chemically)

after (being used for) cooking to
create biodiesel

11 needs half the amount of / less land

than other types of oil to produce the
same amount (of oil) // production is
(much) cheaper than that of other oils it is lucrative /
brings in money
12 high yielding crop makes it lucrative / (alone)
brings in a lot of money // (both) flesh
and kernel produce oil, which makes it
lucrative / brings in a lot of money

13 (plantations) bring employment (to Lift of lines 28–29

© UCLES 2016
Page 3 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

local people) Accept two ‘4.5 million

14 (profits from the industry) bring examples from people...
(improved) infrastructure / better living lines 30–31 i.e. production’
conditions / (social) services (to local ‘(better) roads,
people) sewage bring advantages
systems’ etc to local people

15 research suggests that palm oil

may have no health benefits / may
cause heart disease
Accept ‘palm
16 (some palm oil) companies develop trees’ for ‘palm
the land / start plantations / plant palm oil trees’
oil trees without consulting the people
who (already) live there // (Some palm
oil) companies develop the land / start
plantations / plant palm oil trees
without offering (local) people any
compensation (for their loss of land)

17 forests cleared / deforestation

produces greenhouse gases /
contributes to / causes global
warming
Lift of lines 40–
18 forests cleared / deforestation 41 ‘ the
destroys (natural) habitat of (many) Malaysian
animals government…
as forests’ the Malaysian
19 Malaysian government promised to government
limit / have limited the expansion of ‘Greenpeace promised to keep
(palm oil) plantations and Friends of 50% of land as
the Earth’ (for forests (alone)
20 environmental (groups) campaign(s) environmental
to raise (public) awareness of issues / groups)
concerns / problems (surrounding
palm oil) ‘an
organisation’
21 Roundtable on Sustainable Palm Oil / (for RSPO)
RSPO outlines (environmental /
social) criteria with which companies
should comply

Additional information

Accept sentences or note form.

Points 1 and 15 are already given.

© UCLES 2016
Page 4 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

(b) Now use your notes to write a summary of the uses and benefits of palm oil in the
present day, and then the concerns associated with it and what is being done to
address those concerns, as outlined in the passage.

SUMMARY STYLE DESCRIPTORS

Mark Own Words Mark Use of English

5 • Candidates make a sustained 5 • Apart from very occasional slips, the

attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips or
• Allow phrases from the text minor errors. There is a marked ability
which are difficult to substitute. to use original complex syntax
outside text structures.
• Punctuation is accurate and helpful to
the reader.

4 • There is a noticeable attempt 4 • The language is almost always

to re-phrase the text. accurate. Serious errors will be
• The summary is free from isolated.
stretches of concentrated • Sentences show some variation,
lifting. including original complex syntax.
• Punctuation is accurate and generally
helpful.

3 • There are recognisable but 3 • The language is largely accurate.

limited attempts to re-phrase • Simple structures tend to dominate and
the text detail. Attempt may be serious errors are not frequent,
limited by irrelevance or by although they are noticeable.
oblique or mangled • Where sentences show some variety
relevance. and complexity, they will generally be
• Groups of text expression are lifted from the text.
interlaced with own words. • Serious errors may occur when more
• The expression may not sophisticated structures are attempted.
always be secure, but the • Punctuation is generally accurate.
attempt to substitute the text
will gain credit.

2 • Wholesale copying of large 2 • Meaning is not in doubt but serious

areas of the text, but not a errors are becoming more frequent.
complete transcript. [8+ errors as a guide, but balance
• Attempts to substitute own against sentence structure is also
language will be limited to necessary]
single word expression. • Some simple structures will be accurate,
• Irrelevant sections of the text although this accuracy is not sustained
will be more frequent at this for long.
level and below. • Simple punctuation will usually be
correct.

© UCLES 2016
Page 5 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

1 • Pretty well a complete 1 • Heavy frequency of serious errors,

transcript of the text sometimes impeding reading.
expression. • Fractured syntax is much more
• There will also be random pronounced at this level.
transcription of irrelevant
sections of the text.

0 • Complete transcript 0 • Heavy frequency of serious errors

throughout.
• Fractured syntax

© UCLES 2016
 Page 6 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

2 From your reading of paragraph 1, decide whether each of the following statements is
true, false, or not stated in the passage, and tick the boxes you have chosen.

Mark Expected Answer Allow Don’t Allow

1 mark Statement 1 is false Any clear indication of If choice is indicated

choice even if it not a tick, against any two or all three
1 mark Statement 2 is true e.g. cross, star, asterisk statements

1 mark Statement 3 is not stated

3 From paragraph 6, write down the sentence which is the writer’s opinion.

Mark Expected Answer Allow Don’t Allow

1 mark It is wonderful that by The key will be to minimise Anything less than a
November 2012, RSPO the negative ones. sentence
had over 1000 members
Slip such as omission of
‘over’ or wrong
transcription of RSPO

Clearly contracted form, ‘It

is… members.’ // ’The
key…negative ones.’

Additional information
Do not allow Own Words versions as question asks for a sentence from the text

© UCLES 2016
 Page 7 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

4 From your reading of paragraph 6, decide which one of the following statements is true
and tick the box you have chosen.

Mark Expected Answer Allow Don’t Allow

1 mark Box 2: The passage ends Any clear indication of If two or all three boxes are
on an optimistic note. choice even if it not a tick, ticked
e.g. cross, star, asterisk

5 (a) Why did Pi and Ravi call their father’s business contact ‘uncle’?

Mark Expected Answer Allow Don’t Allow

1 mark To show (him) / indicate he was a close family

respect and affection friend

Lift of ‘one of my
father’s ….affection =
1. Excess denies

(b) The boys’ uncle ‘looked the part his whole life.’ What ‘part’ did he look?

Mark Expected Answer Allow Don’t Allow

1 mark (he was a) champion / he was a professional Any reference to close

competitive swimmer swimmer family friend / respect and
affection / his birth etc.
Lift of lines 2–3 ‘when
he was …life’ he was a good / great
swimmer

Lift of lines 2–3 ‘when he

was…competitive swimmer’

© UCLES 2016
Page 8 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

(c) Why was Ravi ‘wildly spinning his hand above his head’?

Mark Expected Answer Allow Don’t Allow

1 mark to show / indicate / Any reference to

demonstrate / imitate / act forcing flesh and blood
out /explain/describe what to upper body
the doctor did to their uncle
when he was born // ‘him’ (alone) for their
uncle
to show/indicate /
demonstrate / imitate / act Generalisations, e.g.
out / explain/describe what he was imagining the
the doctor did to get his scene / so that Pi
uncle to start breathing could picture the
scene

(d) Why do you think Pi believed Ravi’s story about their uncle?

Mark Expected Answer Allow Don’t Allow

he was gullible / naïve / a Ravi was convincing // Pi

1 mark child // he was young / believed everything Ravi he was stupid
younger than his brother / told him
Ravi // Ravi was older his uncle had a thick
chest and skinny legs

Additional information
Focus can be on Pi or Ravi

© UCLES 2016
 Page 9 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

6 (a) Pi’s parents looked ‘as if they were walking through a jungle spreading the tall grass
ahead of them.’ (lines 10–11) Without copying from the passage, explain in no more
than fifteen words what is happening here.

Mark Expected Answer Allow Don’t Allow

1 mark (i) they were moving ‘pool’ or ‘water’ for ‘sea’ walking (alone)
(forward) in the sea //
they were moving /
going (further) into the
sea / wading / walking
in the sea
1 mark
(ii) making swimming / Allow ‘limbs’ for ‘arms’ circular / spreading as
sweeping / round / they are in the text
curving movements
with their arms / hands circles

moving legs

Alternative metaphors
or simile, e.g. as if
clearing their path / as
if cutting down the sea

they were pretending /

trying to swim (alone)

Additional information
Look for idea of general movement in water for 1 mark and idea of swimming / swimming
style / movement for 1 mark.

© UCLES 2016
Page 10 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

(b) According to the information in the paragraph, what did Ravi have in common with his
parents?

Mark Expected Answer Allow Don’t Allow

1 mark he / they disliked / hated he / they could not swim he was (just) as
swimming // didn’t want (to (properly / well) unenthusiastic as his
learn how) to swim // he parents (alone)
was / they were he / they didn’t know /
unenthusiastic about needed to learn how to
swimming swim

he/they had no interest in

swimming

Additional information
Look for attitude to swimming or ability to swim.

(c) Pi was his uncle’s ‘willing disciple’. Pick out and write down the single word used later
in the paragraph which is linked to this idea.

Mark Expected Answer Allow Don’t Allow

1 mark guru faithful More than one word

The use of the correct

word in a phrase or
sentence provided that it is
underlined or otherwise
highlighted.

© UCLES 2016
Page 11 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

(d) Explain fully why the uncle’s opinion distressed Pi’s mother.

Mark Expected Answer Allow Don’t Allow

1 mark (i) Uncle / he thought /

said that seven / Pi
was the right age to
start swimming
(lessons) / start
teaching Pi to swim

1 mark (ii) but mother / she she thought he might she didn’t like
thought that (seven / drown when learning to swimming herself
Pi) was too / still swim / thought swimming
young / small for was (too) dangerous Lift of ‘to find willing
swimming (lessons) // disciple…was seven’
she thought it should
be older

Additional information
Look for what the uncle thought for 1 mark and the reason for the mother’s distress at this
opinion for 1 mark.

© UCLES 2016
Page 12 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

7 (a) Explain in your own words why Pi’s uncle thought that swimming in a swimming pool
was preferable to swimming in the sea.

Mark Expected Answer Allow Don’t Allow

1 mark PREDICABILITY: it / pools danger / (no) safety /

are unsurprising / risk of accidents
unchanging / known /
unvarying / as expected / always (alone)
consistent // the sea can
change / be surprising / be
variable // you don’t know
what you’ll get with the sea
// you don’t know how the
sea will behave // unknown

1 mark FLATNESS: it / pools are uniform (alone)

level / even / calm / smooth
/ undisturbed / still // there
are no waves / tides in a
pool // the sea can be
rough / wavy

Additional information
This is an OWN WORDS question. Key words are PREDICTABILITY and FLATNESS

© UCLES 2016
Page 13 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

(b) In what two ways were Pi’s trips to the local swimming pool a ‘ritual’?

Mark Expected Answer Allow Don’t Allow

1 mark (i) he / they went / the he / they went three times they went regularly /
trips took place on the a week on Monday(s), routinely / with
same days / every Wednesday(s) and clockwork regularity
Monday, Wednesday Friday(s) (in either limb)
and Friday // he
always went there on set / given / specific /
Monday, Wednesday fixed (in either limb)
and Friday
they went three times
1 mark (ii) he / they always went / a week
the trips always took
place early in the
morning //
he had to be punctual /
the trips / they took on time
place at the same time
// every trip was early Lift of lines 21–22 ‘I
in the morning went with
him…regularity’ (in
either limb)

(c) Why did swimming ‘instruction’ in time become swimming ‘practice’?

Mark Expected Answer Allow Don’t Allow

1 mark he had been taught (how there was nothing more for use of words
to swim) // he had learned him to learn (about ‘instruction’ or
(how to swim) // he could swimming) ‘practice’ (alone)
swim
he was working on he could do it
improving his swimming
he was swimming

Partial lift of line 24 he

was ‘doing a stroke
with increasing ease
and speed’

© UCLES 2016
Page 14 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

(d) Pi sometimes went swimming in the sea on his own. Why do you think he describes
this as ‘a guilty pleasure’?

Mark Expected Answer Allow Don’t Allow

1 mark his uncle didn’t know about he wasn’t allowed to swim definition of ‘pleasure’
it / that he was doing it // in the sea // he didn’t have (alone)
his uncle wanted him to (his uncle’s) permission
swim in pools // his uncle he was alone
didn’t want him to swim in he was supposed to swim
the sea (only) in a pool he was too young to
swim in the sea
his uncle wanted him to
turn his back on the sea pools are safe / the
sea is dangerous

8 What did Pi’s father like to do in his spare time?

Mark Expected Answer Allow Don’t Allow

1 mark talk about swimming talk about swimming rather talk (alone)
than talk about business
Lift of lines 31–32
‘swimming lore was
his leisure talk’

swim

talk about swimming

and business

listening to swimming
talk

© UCLES 2016
Page 15 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

9 (a) According to Pi’s uncle, what was special about the Deligny pool?

Mark Expected Answer Allow Don’t Allow

1 mark it was an Olympic pool // it although it was it was an Olympic pool

had been used / built for unfiltered / unheated it and it was unheated /
the Olympic Games was an Olympic pool // unfiltered
it was unfiltered and
unheated but it was an it was like / on the level
Olympic pool. of / the size of an Olympic
pool

it was an unfiltered/
unheated Olympic pool

(b) Pi’s uncle was prone to ‘impossible exaggerations’ about the Molitor pool. Which one
of the exaggerations which he made was ‘impossible’?

Mark Expected Answer Allow Don’t Allow

1 mark it was as big as a(n) it was a (small) ocean

(small) ocean
big (alone)

Any reference to best

swimming club / swimmers
swimming lengths /
changing rooms on two
floors / friendly porters /
exercise room / hot water

the club was as big as a

small ocean

© UCLES 2016
Page 16 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

(c) The uncle’s memory was ‘swimming too many lengths to mention.’ What do you think
the writer wishes to convey here?

Mark Expected Answer Allow Don’t Allow

1 there were so many things the sheer number of he had too many
mark to remember / memories memories he had memories (alone)
(about the Molitor Pool) //
he remembered
there were too many he had countless memories (swimming in) the
memories to talk about / to Molotor Pool
mention / to choose from to convey a sense of
wonder or awe he had been in so
there was so much to talk many pools
about //
it was too long ago
he was overwhelmed /
swamped / inundated / he loved the Molitor
flooded / engulfed by his pool
memories / nostalgia //
he had swum so many
lost in his memories lengths he could not
remember

he couldn’t talk about

the Molitor pool

he had many
memories

nostalgia (alone)

Additional information
Focus can be on memories or on the inability to talk about them

© UCLES 2016
Page 17 Mark Scheme Syllabus Paper
Cambridge O Level – October/November 2016 1123 22

10 Choose five of the following words or phrases. For each of them give one word or short
phrase (of not more than seven words) which has the same meaning that the word or
phrase has in the passage.

Mark Words Expected Answer Don’t Allow

1 mark 1. ludicrous (L10) ridiculous / laughable / silly / exaggerated / fake /

For each stupid / foolish / risible / absurd / unconvincing / inane /
correct comical / funny/ preposterous / weird / odd
meaning idiotic / nonsensical / farcical /
(max 5) daft / crazy / mad / wacky

2. fluttered (L15) flapped / moved gently / slightly swung / agitated / twitched

/ a bit / shook gently / slightly / a / flailed / waved
bit / kicked gently / slightly / a bit
/ jiggled / wriggled

3. practically (L25) almost / just (about) / nearly/ to literally / basically / really /

all intents and purposes / all but/ apparently / actually /
more or less / well nigh / essentially
virtually / near enough / as good
as / within an inch of / on the
brink of / on the verge of / close
to / pretty much

4. beckoned(L26) called / invited / summoned / greeted / enticed / tempted

waved forward / waved on / / lured / drawn / attracted
signalled / motioned

5. spent (L28) exhausted / worn out / tired/ finished / weakened

flaked out / drained / fatigued /
shattered / all in / done in /
bushed / weary / burnt out / on
his last legs

6. splendour (L37) magnificence / beauty / perfection / excellence /

loveliness / gorgeousness / luxury / wonder / brilliance
grandeur / greatness / elegance / richness / opulence /
/ majesty / spectacular / marvel attractiveness

7. prone to (L38) tended to // had a tendency / susceptible to / vulnerable

habit // had a leaning (to(wards) / tempted to / used to /
/ penchant/ predilection / unable to refrain from /
inclined to / disposed to / likely unable to stop himself
to / liable to / propensity for

8. tomfoolery (L42) bad behaviour / horseplay / foolishness / jokes /

carrying on / silliness / mocking / playing / lack of
shenanigan / buffoonery discipline / impropriety
/silliness/ messing about /
pranks / skylarking / clowning
about / mucking about /
playfulness / high jinks / antics

© UCLES 2016
 Cambridge International Examinations
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/11

Paper 1 Writing May/June 2017
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE®,
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.

® IGCSE is a registered trademark.

This document consists of 11 printed pages.

© UCLES 2017 [Turn over

1123/11 Cambridge O Level – Mark Scheme May/June 2017
PUBLISHED

Question Answer Marks

MARKING of LANGUAGE Section 1 and Section 2

General Assessment Objectives for WRITING

W1 Communicate appropriately, with a clear awareness of purpose, audience and register.

W2 Communicate clearly and develop ideas coherently, at word level, at sentence level and at
whole text level.
W3 Use accurate spelling, punctuation and grammar.
W4 Communicate creatively, using a varied range of vocabulary, sentence structures and
linguistic devices.

The above objectives are assessed by impression, using as guides the Band descriptions in
this mark scheme, the Photostats (if available), and any exemplar scripts showing performance
across the expected range of achievement.

Specific Assessment Objectives for Section 1: Directed Writing

To test the candidate’s ability to:

1. write a report which communicates information and persuades clearly, accurately and
economically;
2. carry out the instructions as detailed on the question paper regarding the particular information
required.

Detailed Marking Instructions for Section 1: Directed Writing

The 30 marks are allocated as follows:

Task 15 marks
Fulfilment

Language 15 marks

Note: Assessing task fulfilment means more than including the bullet/content points.
Note: Candidates who address only two points must be in Band 3 or below for TF.

Notation used in Section 1 to indicate where required information is addressed:

Tick 1 – the name of the teacher and an outline of the teacher’s career
Tick 2 – examples of what has made the teacher so popular and successful with students
Tick 3 – what events the students think should be included in the ceremony and why.

© UCLES 2017 Page 2 of 11

1123/11 Cambridge O Level – Mark Scheme May/June 2017
PUBLISHED

Question Answer Marks

SECTION 1 TASK FULFILMENT MARK

Band 1 (15–13 marks)

• Good understanding of purpose.
• Clear awareness of situation and audience.
• Format entirely appropriate.
• All required points developed in detail, fully amplified and well organised.
• Given information well used to justify personal opinion and interpretation.
• Tone and register entirely appropriate.
Band 2 (12–10 marks)
• An understanding of purpose.
• An awareness of situation and audience.
• Format appropriate.
• All required points addressed but not always developed in detail.
• Given information organised to support personal opinion.
• Tone and register appropriate.
Band 3 (9–7 marks)
• Some understanding of purpose.
• Some awareness of situation and audience.
• Format generally appropriate.
• At least two required points addressed (and partially/fully developed).
• Given information may not be logically used to support opinion.
• Tone usually appropriate, although there may be slips of register.
Band 4 (6–4 marks)
• Only partial understanding of purpose.
• Some confusion as to situation and audience.
• Format may be inappropriate.
• At least one of the required points addressed (and partially/fully developed).
• Given information may be used irrelevantly.
• Tone may be uneven
Band 5 (3–1 marks)
• Misunderstanding of purpose.
• Confusion as to situation and audience.
• Little evidence of a specific format.
• None of the required points addressed.
• Given information misunderstood or irrelevant.
• Tone may be inappropriate.
A mark of 0
should be given only when:
• the response is totally incomprehensible or
• the candidate has merely copied out the question or parts of it at random or
• the question is not attempted at all.

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1123/11 Cambridge O Level – Mark Scheme May/June 2017
PUBLISHED

Question Answer Marks

SECTION 1 LANGUAGE MARK

Band 1 (15–14 marks)

• Highly accurate, apart from very occasional slips.
• Sentence structures varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate, apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.
Band 2 (13–12 marks)
• Accurate; occasional errors are either slips or caused by ambition.
• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation, but sequence
consistent and clear throughout.
• Vocabulary precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked and show some evidence of
planning.
Band 3 (11–10 marks)
• Mostly accurate; errors from ambition do not mar clarity of communication.
• Some variety of sentence structures, but tendency to repeat sentence
types may produce monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence
sufficient to sustain clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious
words.
• Punctuation generally accurate and sentence separation correctly marked, but
errors may occur
• e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious words.
• Paragraphs may show some unity, although links may be absent or
inappropriate.
Band 4 (9–8 marks)
• Sufficiently accurate to communicate meaning, with patches of clear, accurate
language.
• Some variety of sentence length and structure, not always for particular
purpose.
• Errors in verb forms and tense consistency may cause uncertainty in
sequence of events or disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be
uncertain.
• Punctuation used but not always helpful; occasional sentence separation
errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.

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Question Answer Marks

Band 5 (7–6 marks)

• Overall meaning never in doubt, but errors sufficiently frequent and serious to
hamper precision and distract reader from content.
• Some simple structures accurate but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some idiomatic
errors likely.
• Simple punctuation usually accurate, but there may be frequent sentence
separation errors.
• Spelling of simple vocabulary accurate; frequent errors in more difficult words.
• Paragraphs used haphazardly.
Band6 (5–4 marks)
• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be
corrected without re-writing the sentence); communication established,
although weight of error may cause some ‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse
meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise; significant
idiomatic errors
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.
Band 7 (3–2 marks)
• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the
reader to re-read and re-organise); meaning may be partly hidden by density
of linguistic error.
• Unlikely to be more than a few accurate sentences, however simple, in the
whole essay.
Band 8 (1–0 mark)
Scripts almost entirely or entirely impossible to recognise as pieces of English writing;

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Question Answer Marks

Detailed Marking instructions for Section 2: Creative Writing

30 marks are allocated. The ‘best fit’ principle is applied, as in the following table. Note: Primary
emphasis is on quality of Language; comments on Content used to adjust mark within Band.

SECTION 2 MARK

Band 1 (30–27 marks)

• Highly accurate, apart from very occasional slips.
• Sentence structure varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.

– Consistently relevant. Interest aroused and sustained.

– Tone and register entirely appropriate.
– Discursive essays are well developed, logical, even complex, in argument.
– Descriptive essays have well-developed images helping to create complex atmospheres.
– Narratives are complex, sophisticated, possibly tense, and may contain devices such as
flashbacks.
Band 2 (26–23 marks)
• Accurate: occasional errors are either slips or caused by ambition.
• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation but sequence consistent and clear
throughout.
• Vocabulary wide and precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked and show some evidence of planning.

– Relevant. Interest aroused and mostly sustained.

– Tone and register appropriate.
– Discursive essays have clearly-defined, cohesive, logical stages in their argument.
– Descriptive essays have interesting images and range of detail, helping to create effective
atmospheres.
– Narratives have effective detail creating character or setting, and may contain some sense
of climax.

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Question Answer Marks

Band 3 (22–19 marks)

• Mostly accurate; errors from ambition do not mar clarity of communication.
• Some variety of sentence structures, but tendency to repeat sentence types may
produce monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence sufficient to
sustain clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious words.
• Punctuation generally accurate and sentence separation correctly marked, but
errors may occur e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious words.
• Paragraphs may show some unity, although links may be absent or inappropriate.

– Relevant. Some interest aroused, although there may be some lack of originality and/or
planning.
– Tone usually appropriate, although there may be slips of register.
– Discursive essays make a series of relevant points, with some being developed; linking of
ideas may be insecure.
– Descriptive essays have satisfactory images, ideas and details which help to create
atmosphere
– Narratives are straightforward with proper sequencing of sentences.
Band 4 (18–15 marks)
• Sufficiently accurate to communicate meaning, with patches of clear, accurate
language.
• Some variety of sentence length and structure, not always for particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty in sequence of
events or disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.
• Punctuation used but not always helpful; occasional sentence separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.

– Attempt to address topic but there may be digressions or failures of logic. May lack
liveliness and interest.
– Tone may be uneven.
– Discursive essays have mainly relevant points but may be only partially developed, with
some repetition.
– Descriptive essays have some detail but may rely too much on narrative.
– Narratives are largely a series of events with only occasional details of character and
setting.

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Question Answer Marks

Band 5 (14–11)
• Overall meaning never in doubt, but errors sufficiently frequent and serious to
hamper precision and distract reader from content.
• Some simple sentence structures accurate but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some idiomatic
errors likely.
• Simple punctuation usually accurate, but there may be frequent sentence separation
errors.
• Spelling of simple vocabulary accurate, frequent errors in more difficult words.
• Paragraphs used haphazardly.

– Some relevance. Some interest.

– Tone may be inconsistent.
– Discursive essays make a few points but development is simple and not always logical;
some obvious repetition of ideas.
– Descriptive essays are relevant but lack scope or variety.
– Narratives are simple, everyday or immature.
Band 6 (10–7)
• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be
corrected without re-writing the sentence); communication established, although
weight of error may cause some ‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise; significant
idiomatic errors.
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.

– A little relevance. A little interest.

– Some recognition of appropriate tone.
– In Discursive essays only a few points are discernable and the argument progresses only
here and there.
– In Descriptive essays the overall picture is unclear.
– Narratives are very simple and may narrate events indiscriminately.
Band 7 (6–3)
• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the reader
to reread and re-organise); meaning may be partly hidden by density of linguistic
error.
• Unlikely to be more than a few accurate sentences, however simple, in the whole
essay.

– Little relevance or interest.

– Tone may be inappropriate.
– In Discursive essays only a very few points are discernable and the argument barely
progresses.
– In Descriptive essays the overall picture is very unclear.
– Narratives are extremely simple and may narrate events indiscriminately.

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Question Answer Marks

Band 8 (2–0)
• Scripts almost entirely or entirely impossible to recognise as pieces of English
writing; whole sections make no sense at all.
• Where occasional patches of relative clarity are evident, 2 or 1 mark(s) should be
given.
• The mark of 0 is reserved for scripts that make no sense at all from beginning to end.

– Discursive essays are rarely relevant and may well be disordered, as are Descriptive
essays and Narratives.

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Question Answer Marks

Marking Abnormal Scripts

(a) Irrelevance
i.e. evading the purpose of the examination by deliberate and consistent distortion or change of
subject. These scripts are likely to be rare. Treat the essay as irrelevant only where there is clear
evidence to support your suspicion.

• Action: Consider the performance of the candidate in the rest of the script. If this tends to
confirm your suspicion, ask your T.L. for advice. Write Irrel. in a text box.

(b) In Section 2 if a candidate attempts more than one essay and has not deleted any, you
must mark all and enter a mark for each attempt. Scoris will automatically take the highest
mark.

(c) Short essays, i.e. 200–100 words in Section 1, or 300–200 words in Section 2:
(There is no penalty for essays only slightly under the recommended lengths.)
Short essays will tend to penalise themselves.
• Read the whole essay, underlining all errors and indicating merits as normal, and in Section
1 allocate the appropriate Task Fulfilment mark.
• If you are unsure whether to give it one mark or another for Language, or the Section 2
mark, then give it the lower of the two marks.

(d) Very short essays, i.e. those under 100 words in Section 1, or under 200 words in
Section 2:
• Count the words and note the number at the end of the essay, together with ‘Very short’, using
the text box.
• Read the whole essay, underlining errors and indicating merits as normal, and in Section 1
allocate the appropriate Task Fulfilment mark.

For the Language, or Section 2 mark, allocate the essay to the appropriate Band using the
descriptions above, but award the mark according to the table below:

SECTION 1 LANGUAGE SECTION 2

V. Short Mark V. Short Mark
Band 1 8 Band 1 15/14
Band 2 7 Band 2 13/12
Band 3 6 Band 3 11/10
Band 4 5 Band 4 9/8
Band 5 4 Band 5 7/6
Band 6 3 Band 6 5/4
Band 7 2 Band 7 3/2
Band 8 1 Band 8 1/0

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Question Answer Marks

1 30

Total: 30

Question Answer Marks

2 30

Total: 30

Question Answer Marks

3 30

Total: 30

Question Answer Marks

4 30

Total: 30

Question Answer Marks

5 30

Total: 30

Question Answer Marks

6 30

Total: 30

© UCLES 2017 Page 11 of 11

 Cambridge International Examinations
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing May/June 2017
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE®,
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.

® IGCSE is a registered trademark.

This document consists of 11 printed pages.

© UCLES 2017 [Turn over

1123/12 Cambridge O Level – Mark Scheme May/June 2017
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Question Answer Marks

MARKING of LANGUAGE Section 1 and Section 2

General Assessment Objectives for WRITING

W1 Communicate appropriately, with a clear awareness of purpose, audience and register.

W2 Communicate clearly and develop ideas coherently, at word level, at sentence level and at
whole text level.
W3 Use accurate spelling, punctuation and grammar.
W4 Communicate creatively, using a varied range of vocabulary, sentence structures and
linguistic devices.

The above objectives are assessed by impression, using as guides the Band descriptions in
this mark scheme, the Photostats (if available), and any exemplar scripts showing performance
across the expected range of achievement.

Specific Assessment Objectives for Section 1: Directed Writing

To test the candidate’s ability to:

1. write a report which communicates information and persuades clearly, accurately and
economically;
2. carry out the instructions as detailed on the question paper regarding the particular information
required.

Detailed Marking Instructions for Section 1: Directed Writing

The 30 marks are allocated as follows:

Task 15 marks
Fulfilment

Language 15 marks

Note: Assessing task fulfilment means more than including the bullet/content points.
Note: Candidates who address only two points must be in Band 3 or below for TF.

Notation used in Section 1 to indicate where required information is addressed:

Tick 1 – what students think about having a quiet garden

Tick 2 – what other ideas students have for using the land and why
Tick 3 – which of all the ideas you would choose and how students could help to achieve this.

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Question Answer Marks

SECTION 1 TASK FULFILMENT MARK

Band 1 (15–13 marks)

• Good understanding of purpose.
• Clear awareness of situation and audience.
• Format entirely appropriate.
• All required points developed in detail, fully amplified and well organised.
• Given information well used to justify personal opinion and interpretation.
• Tone and register entirely appropriate.
Band 2 (12–10 marks)
• An understanding of purpose.
• An awareness of situation and audience.
• Format appropriate.
• All required points addressed but not always developed in detail.
• Given information organised to support personal opinion.
• Tone and register appropriate.
Band 3 (9–7 marks)
• Some understanding of purpose.
• Some awareness of situation and audience.
• Format generally appropriate.
• At least two required points addressed (and partially/fully developed).
• Given information may not be logically used to support opinion.
• Tone usually appropriate, although there may be slips of register.
Band 4 (6–4 marks)
• Only partial understanding of purpose.
• Some confusion as to situation and audience.
• Format may be inappropriate.
• At least one of the required points addressed (and partially/fully developed).
• Given information may be used irrelevantly.
• Tone may be uneven
Band 5 (3–1 marks)
• Misunderstanding of purpose.
• Confusion as to situation and audience.
• Little evidence of a specific format.
• None of the required points addressed.
• Given information misunderstood or irrelevant.
• Tone may be inappropriate.
A mark of 0
should be given only when:
• the response is totally incomprehensible or
• the candidate has merely copied out the question or parts of it at random or
• the question is not attempted at all.

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Question Answer Marks

SECTION 1 LANGUAGE MARK

Band 1 (15–14 marks)

• Highly accurate, apart from very occasional slips.
• Sentence structures varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate, apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.
Band 2 (13–12 marks)
• Accurate; occasional errors are either slips or caused by ambition.
• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation, but sequence consistent
and clear throughout.
• Vocabulary precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked and show some evidence of
planning.
Band 3 (11–10 marks)
• Mostly accurate; errors from ambition do not mar clarity of communication.
• Some variety of sentence structures, but tendency to repeat sentence types
may produce monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence
sufficient to sustain clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious
words.
• Punctuation generally accurate and sentence separation correctly marked, but
errors may occur
• e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious
words.
• Paragraphs may show some unity, although links may be absent or
inappropriate.
Band 4 (9–8 marks)
• Sufficiently accurate to communicate meaning, with patches of clear,
accurate language.
• Some variety of sentence length and structure, not always for particular
purpose.
• Errors in verb forms and tense consistency may cause uncertainty in
sequence of events or disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be
uncertain.
• Punctuation used but not always helpful; occasional sentence separation
errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.

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Question Answer Marks

Band 5 (7–6 marks)

• Overall meaning never in doubt, but errors sufficiently frequent and serious to
hamper precision and distract reader from content.
• Some simple structures accurate but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some
idiomatic errors likely.
• Simple punctuation usually accurate, but there may be frequent sentence
separation errors.
• Spelling of simple vocabulary accurate; frequent errors in more difficult
words.
• Paragraphs used haphazardly.
Band6 (5–4 marks)
• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be
corrected without re-writing the sentence); communication established,
although weight of error may cause some ‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse
meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise;
significant idiomatic errors
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.
Band 7 (3–2 marks)
• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the
reader to re-read and re-organise); meaning may be partly hidden by density
of linguistic error.
• Unlikely to be more than a few accurate sentences, however simple, in the
whole essay.
Band 8 (1–0 mark)
• Scripts almost entirely or entirely impossible to recognise as pieces of
English writing; whole sections make no sense at all.
• Where occasional patches of relative clarity are evident, 1 mark should be
given.
• The mark of 0 is reserved for scripts that make no sense at all from beginning
to end.

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Question Answer Marks

Detailed Marking instructions for Section 2: Creative Writing

30 marks are allocated. The ‘best fit’ principle is applied, as in the following table. Note: Primary
emphasis is on quality of Language; comments on Content used to adjust mark within Band.

SECTION 2 MARK

Band 1 (30–27 marks)

• Highly accurate, apart from very occasional slips.
• Sentence structure varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.

– Consistently relevant. Interest aroused and sustained.

– Tone and register entirely appropriate.
– Discursive essays are well developed, logical, even complex, in argument.
– Descriptive essays have well-developed images helping to create complex atmospheres.
– Narratives are complex, sophisticated, possibly tense, and may contain devices such as
flashbacks.
Band 2 (26–23 marks)
• Accurate: occasional errors are either slips or caused by ambition.
• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation but sequence consistent and clear
throughout.
• Vocabulary wide and precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked and show some evidence of planning.

– Relevant. Interest aroused and mostly sustained.

– Tone and register appropriate.
– Discursive essays have clearly-defined, cohesive, logical stages in their argument.
– Descriptive essays have interesting images and range of detail, helping to create effective
atmospheres.
– Narratives have effective detail creating character or setting, and may contain some sense
of climax.

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Question Answer Marks

Band 3 (22–19 marks)

• Mostly accurate; errors from ambition do not mar clarity of communication.
• Some variety of sentence structures, but tendency to repeat sentence types may
produce monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence sufficient to
sustain clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious words.
• Punctuation generally accurate and sentence separation correctly marked, but
errors may occur e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious words.
• Paragraphs may show some unity, although links may be absent or inappropriate.

– Relevant. Some interest aroused, although there may be some lack of originality and/or
planning.
– Tone usually appropriate, although there may be slips of register.
– Discursive essays make a series of relevant points, with some being developed; linking of
ideas may be insecure.
– Descriptive essays have satisfactory images, ideas and details which help to create
atmosphere
– Narratives are straightforward with proper sequencing of sentences.
Band 4 (18–15 marks)
• Sufficiently accurate to communicate meaning, with patches of clear, accurate
language.
• Some variety of sentence length and structure, not always for particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty in sequence of
events or disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.
• Punctuation used but not always helpful; occasional sentence separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.

– Attempt to address topic but there may be digressions or failures of logic. May lack
liveliness and interest.
– Tone may be uneven.
– Discursive essays have mainly relevant points but may be only partially developed, with
some repetition.
– Descriptive essays have some detail but may rely too much on narrative.
– Narratives are largely a series of events with only occasional details of character and
setting.

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1123/12 Cambridge O Level – Mark Scheme May/June 2017
PUBLISHED

Question Answer Marks

Band 5 (14–11)
• Overall meaning never in doubt, but errors sufficiently frequent and serious to
hamper precision and distract reader from content.
• Some simple sentence structures accurate but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some idiomatic
errors likely.
• Simple punctuation usually accurate, but there may be frequent sentence separation
errors.
• Spelling of simple vocabulary accurate, frequent errors in more difficult words.
• Paragraphs used haphazardly.

– Some relevance. Some interest.

– Tone may be inconsistent.
– Discursive essays make a few points but development is simple and not always logical;
some obvious repetition of ideas.
– Descriptive essays are relevant but lack scope or variety.
– Narratives are simple, everyday or immature.
Band 6 (10–7)
• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be
corrected without re-writing the sentence); communication established, although
weight of error may cause some ‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise; significant
idiomatic errors.
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.

– A little relevance. A little interest.

– Some recognition of appropriate tone.
– In Discursive essays only a few points are discernable and the argument progresses only
here and there.
– In Descriptive essays the overall picture is unclear.
– Narratives are very simple and may narrate events indiscriminately.
Band 7 (6–3)
• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the reader
to reread and re-organise); meaning may be partly hidden by density of linguistic
error.
• Unlikely to be more than a few accurate sentences, however simple, in the whole
essay.

– Little relevance or interest.

– Tone may be inappropriate.
– In Discursive essays only a very few points are discernable and the argument barely
progresses.
– In Descriptive essays the overall picture is very unclear.
– Narratives are extremely simple and may narrate events indiscriminately.

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Question Answer Marks

Band 8 (2–0)
• Scripts almost entirely or entirely impossible to recognise as pieces of English
writing; whole sections make no sense at all.
• Where occasional patches of relative clarity are evident, 2 or 1 mark(s) should be
given.
• The mark of 0 is reserved for scripts that make no sense at all from beginning to end.

– Discursive essays are rarely relevant and may well be disordered, as are Descriptive
essays and Narratives.

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1123/12 Cambridge O Level – Mark Scheme May/June 2017
PUBLISHED

Question Answer Marks

Marking Abnormal Scripts

(a) Irrelevance
i.e. evading the purpose of the examination by deliberate and consistent distortion or change of
subject. These scripts are likely to be rare. Treat the essay as irrelevant only where there is clear
evidence to support your suspicion.

• Action: Consider the performance of the candidate in the rest of the script. If this tends to
confirm your suspicion, ask your T.L. for advice. Write Irrel. in a text box.

(b) In Section 2 if a candidate attempts more than one essay and has not deleted any, you
must mark all and enter a mark for each attempt. Scoris will automatically take the highest
mark.

(c) Short essays, i.e. 200–100 words in Section 1, or 300–200 words in Section 2:

(There is no penalty for essays only slightly under the recommended lengths.)

Short essays will tend to penalise themselves.

• Read the whole essay, underlining all errors and indicating merits as normal, and in Section
1 allocate the appropriate Task Fulfilment mark.
• If you are unsure whether to give it one mark or another for Language, or the Section 2
mark, then give it the lower of the two marks.

(d) Very short essays, i.e. those under 100 words in Section 1, or under 200 words in
Section 2:
• Count the words and note the number at the end of the essay, together with ‘Very short’, using
the text box.
• Read the whole essay, underlining errors and indicating merits as normal, and in Section 1
allocate the appropriate Task Fulfilment mark.
• For the Language, or Section 2 mark, allocate the essay to the appropriate Band using the
descriptions above, but award the mark according to the table below:

SECTION 1 LANGUAGE SECTION 2

V. Short Mark V. Short Mark
Band 1 8 Band 1 15/14
Band 2 7 Band 2 13/12
Band 3 6 Band 3 11/10
Band 4 5 Band 4 9/8
Band 5 4 Band 5 7/6
Band 6 3 Band 6 5/4
Band 7 2 Band 7 3/2
Band 8 1 Band 8 1/0

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Question Answer Marks

1 . 30

2 . 30

3 . 30

4 . 30

5 . 30

6 . 30

Total: 60

© UCLES 2017 Page 11 of 11

 Cambridge International Examinations
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading May/June 2017
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE®,
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.

® IGCSE is a registered trademark.

This document consists of 16 printed pages.

© UCLES 2017 [Turn over

 1123/21 Cambridge O Level – Mark Scheme May/June 2017
PUBLISHED

Question Answer Marks Allowed Response Not Allowed Response

1(a) Identify and write down the importance of pearls and the problems associated with their
production in former times, and the main methods of pearl production in modern times,
and the benefits these bring, as outlined in the passage.

1 Seen as exquisite / beautiful 1 mark

objects (given) for
each
correct
point
up to a
max. of
15

2 (Used to) make

jewellery // (used as)
centrepiece in
rings / earrings / bracelets / nec
klaces (at least 2 examples)

3 (Used to) adorn clothing (for

men and women)

4 (pearl) fishing brought A lot of money / good ‘made money’ (alone)

(deserved) wealth (to those source of income for for ‘wealth’
who engaged in / controlled it) ‘wealth’

5 Feature in (several) Mentioned in

religions // feature in Chrisitianity / the
Christianity and Islam Bible and Islam / the
Qu’ran

Lift of lines 14–16 ‘in

the Christian
wearing of pearls’

6 (some Indian mythology ‘crushed’ for powdered pearls were

describes) powdered pearls ‘powdered used for illnesses
used for medicinal / medical
purposes / as medicine / to aid
digestion / to cure
indigestion / to cure mental
illness(es)

7 Large
number / many / hundreds of
oysters needed to obtain
three / four / (a) few pearls

8 Divers (had to) descend(ed) to ‘People / they’ for

great depths / depths of (over) ‘divers’
30 metres on a single
breath / holding their breath

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Question Answer Marks Allowed Response Not Allowed Response

9 divers faced danger / risk of ‘dangerous’ for ‘sharks’ for ‘hostile

(being attacked by) hostile ‘hostile’ creatures’
creatures // divers could be
attacked by hostile creatures Lift of lines 25–27 Divers faced hostile
‘divers faced creatures (alone)
creatures (off
some waters)

Additional of ‘(–) off

some coasts’

10 (Many) divers (lost

consciousness and)
drowned/died because they
held their breath (too)long
(underwater)

[The agent in points 8, 9 and

10 is ‘divers’. If agent is
missing, penalise the first
omission only.]

11 (vast majority of ) pearls

produced worldwide are
cultured pearls formed
through human intervention
(given)

12 Oysters are kept in farms / are

farmed // oyster farms

13 system which produces (cultured) pearl Cultured pearls imitate

(cultured) pearls imitates farming nature
nature / bead deliberately
introduced as an beads were used as
irritant // bead put under irritants
(oyster) shell as irritant

14 (There is) no risk to human life lift of lines 35–36

‘(nevertheless)
cultured pearl
human life’

15 (Cultured pearls / They) are Cultured pearls can be

produced (much) more quickly produced in (as little as)
than natural pearls / ones 6 months

16 (There is) no unnecessary No oysters are killed

killing of oysters (because
every oyster produces a pearl)

17 Coloured pearls can be

produced by inserting (natural)
dye under oyster’s shell

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Question Answer Marks Allowed Response Not Allowed Response

18 Chance/guesswork taken out ‘putting / using’ for

of production ‘inserting’

19 (Pearl industry) a stable form ‘offers employment’

of employment // offers (alone)
employment to very many
people

20 (Cultured pearls are) much Lift of lines 46–47 Poor people can afford
cheaper than natural ‘cultured pearls pearls
pearls / naturally produced naturally produced
pearls // (Owning / wearing) ones’
pearls is no longer limited to
the rich // most / ordinary
people can afford
pearls / them

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Question Answer Marks Allowed Response Not Allowed Response

1(b) Now use your notes to write a summary in which you explain the importance of pearls
and the problems associated with their production in former times, and the main
methods of pearl production in modern times, and the benefits these bring, as outlined
in the passage.

Candidates have now fleshed out their notes into a piece of formal, continuous prose.

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE OF
ENGLISH. The table which follows on a later page provides descriptors of the mark levels assigned
to these TWO categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the category of
OWN WORDS. Then arrive at the mark level for USE OF ENGLISH.

Under OWN WORDS, key pointers are: sustained, noticeable, recognisable but limited,
wholesale copying and complete transcript. The difference between wholesale copying and
complete transcript is that, whereas in wholesale copying there is nothing / little that is original, the
copying has been selective and directed at the question, but with a complete transcript the
candidate has started copying and continued writing with little sense of a link to the question.
Complete transcripts are rare.

Under USE OF ENGLISH, take into consideration the accuracy of the writing, and the ability to use
original complex sentence structures.

Write marks for OWN WORDS and USE OF ENGLISH separately in a text box (found in the
marking palette) beneath the question. Add the marks for OWN WORDS and USE OF ENGLISH
together and divide by two. Raise any half marks to the nearest whole number e.g. OW 3, UE 2,
giving 3 to be entered in Scoris marks column.

HOW TO ANNOTATE Q1(b)

SERIOUS ERRORS

Wrong verb forms.

Serious tense errors.
Serious errors of sentence structure, especially in setting up subordination.
Omission or obvious misuse of prepositions.
Wholesale misunderstanding over the meanings of words used.
Serious errors of agreement.
Using a comma to replace the necessary full stop.
Mis-spellings of simple, basic words, e.g. were / where // to / too / two // their / there.
Breakdown of sense.
Serious omissions, or serious intrusions e.g. of definite article. Ignore what are clearly slips.

Irrelevance: Put IR in the margin to indicate a stretch / section of irrelevance. This may be a gloss or an
example or elements of the text which do not address the question. Such scripts may be described as
recognisable OW but limited by irrelevance (see Box OW 3).

Wrong or invented material: Put a cross in the margin to indicate a stretch / section of wrong or invented
material.

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Question Answer Marks Allowed Response Not Allowed Response

Short answers
There is no penalty for long answers but, if a script is OBVIOUSLY short, please count the words, mark
as normal (i.e. arrive at mark under OW and UE, then add together and halve) and award marks to the
following maxima:

66–80 = 4 marks max. for style

51–65 = 3 marks max. for style
36–50 = 2 marks max. for style
21–35 = 1 mark max. for style
0–20 = 0 marks for style. No assessment of OW and UE is necessary.

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Question Answer Marks Allowed Response Not Allowed Response

SUMMARY STYLE DESCRIPTORS

Mark Own Words Mark Use of English

5 • Candidates make a sustained 5 • Apart from very occasional slips, the
attempt to rephrase the text language. language is accurate.
• Allow phrases from the text which are • Any occasional errors are either slips
difficult to substitute. or minor errors. There is a marked
ability to use original complex
syntax outside text structures.
• Punctuation is accurate and helpful
to the reader.
4 • There is a noticeable attempt to 4 • The language is almost always
rephrase the text. accurate. Serious errors will be
• The summary is free from stretches of isolated.
concentrated lifting. • Sentences show some variation,
including original complex syntax.
• Punctuation is accurate and
generally helpful.
3 • There are recogniseable but limited 3 • The language is largely accurate.
attempts to rephrase the text detail. • Simple structures tend to dominate
Attempt may be limited by and serious errors are not frequent,
irrelevance or by oblique or although they are noticeable.
mangled relevance. • Where sentences show some variety
• Groups of text expression are and complexity, they will generally be
interlaced with own words. lifted from the text.
• The expression may not always be • Serious errors may occur when more
secure, but the attempt to substitute sophisticated structures are
the text will gain credit. attempted.
• Punctuation is generally accurate.
2 • Wholesale copying of large areas of 2 • Meaning is not in doubt but serious
the text, but not a complete transcript. errors are becoming more
• Attempts to substitute own language frequent. [8+ errors as a guide, but
will be limited to single word balance against sentence structure is
expression. also necessary]
• Irrelevant sections of the text will be • Some simple structures will be
more frequent at this level and below. accurate, although this accuracy is
not sustained for long.
• Simple punctuation will usually be
correct.
1 • Pretty well a complete transcript of 1 • Heavy frequency of serious errors,
the text expression. sometimes impeding reading.
• There will also be random • Fractured syntax is much more
transcription of irrelevant sections of pronounced at this level.
the text.
0 • Complete transcript 0 • Heavy frequency of serious errors
throughout.
• Fractured syntax

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Question Answer Marks Allowed Response Not Allowed Response

Scoris marking guidance

Award a zero, 1, 2, 3 or NR (no response)

2 From your reading of Paragraph 1, decide whether each of the following statements is
true, false, or not stated in the passage, and tick the box you have chosen.

(i) Pearls are produced when a 1

grain of sand gets under an
oyster’s shell: False

(ii) A substance produced by the 1

oyster makes mother-of-pearl:
True

(iii) Two thousand years ago, all 1

pearl fishers were Chinese:
Not stated

Question Answer Marks Allowed Response Not allowed Response

Scoris marking guidance

Award a zero, 1, 2 or NR (no response)

3 Select and write down two of the writer’s opinions, one from Paragraph 1 and one from
Paragraph 2. You may use the words of the text or your own words.

Opinion from Paragraph 1: 1 Preceding / following

pearls (which) are the most
beautiful (of) gems

Opinion from Paragraph 2: Pearl 1

fishing brought deserved wealth
(to those who engaged in it).

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Question Answer Marks Allowed Response Not Allowed Response

Scoris marking guidance

From Paragraph 1
There are three parts to this question. Award a zero, 1 or NR (No response) for each part.

4(a) What caused Mr Lutchman’s sudden interest in photography?

Wilkie / a colleague / friend had a 1 Lift of ‘Wilkie, a He wanted to take

camera (which he would like) to friend at the office, photos (of the sunset)
sell. had mentioned
(casually) that he ‘neighbour’ for ‘Wilkie’.
had a camera (which
he would like to sell’.

4(b) ‘An idea caught Mr Lutchman’s fancy, and soon became a temptation.’ What was Mr
Lutchman tempted to do?

to buy Wilkie’s / his 1 Buy / have a camera

colleague’s / friend’s camera / the
camera (to take photographs of a
sunset)

4(c) Pick out and write down the single word used later in the paragraph which continues the
idea of ‘temptation’.

alluringly 1 The use of the More than one word.

correct word in a
phrase or sentence
provided that it is
underlined or
otherwise
highlighted, e.g. The
word is alluringly.

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Question Answer Marks Allowed Response Not Allowed Response

Scoris marking guidance

From Paragraph 2
There are two parts to this question. Award a zero, 1, 2 or NR (no response) for each part.

5(a) Describe in your own words Mrs Lutchman’s reaction to her husband’s question.

TAKEN ABACK: 1 caught off guard Bewildered / puzzled / 

surprised / shocked / disconcerted / confused
astonished / caught unawares / 
startled / amazed / astounded / 
dumbfounded / nonplussed.

STRANGENESS: 1 Unusual / mystifying / Uniqueness / illogical / 

oddness / unexpectedness / oddity  curious / puzzling /  unknown / abnormal
/ peculiarity / bizarreness /  perplexing / random
weirdness / unusualness
didn’t know where it
was coming from

Additional information

This is an OWN WORDS question. Key words are TAKEN ABACK and STRANGENESS

5(b) Mrs Lutchman says: ‘Don’t do anything foolish’. What advice do you think she is giving
her husband?

not to buy a camera // not 1 ‘not to buy the Not to do anything

spend / waste (a lot of) money on a camera’, although foolish / rash / silly
camera she doesn’t know (alone) as it’s a repeat
about it at this stage of the question.

Idea of thinking Not to start taking

carefully before photographs
buying a camera

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Question Answer Marks Allowed Response Not Allowed Response

Scoris marking guidance

From Paragraph 3
There are three parts to this question. Award a zero, 1, 2 or NR (no response) for each part.

6(a) When Mr Lutchman offered a low price for the camera, Wilkie ‘laughed loudly’. What
emotion do you think Wilkie wanted Mr Lutchman to feel?

embarrassment / awkwardness /  1 Regret / sorrow / Stupidity

shame humiliation
that the payment was
adjectives, e.g. too low
embarrassed /
awkward / ashamed he felt bullied

6(b) Wilkie ‘laughed loudly’ at Mr Lutchman. Give two other ways in which he persuades Mr
Lutchman to pay a hundred dollars for the camera.

(i) he tells him the camera / it is 2 Accept ‘good’ for ‘excellent’

an excellent one // he tells him generalisations such
the camera as he tells him it has
additional
features / flashbulbs
and light meters.

(ii) he tells him he will tell the he made him afraid Lift of line 11 ‘I must
‘boys’ / his friends about the of what the boys (remember to) tell the
(low) offer / that he had offered would think of his boys that one’.
him (only) twenty dollars / that (low)offer
he’d made a silly / ridiculous
offer

(iii) he tells him the camera cost Lift of line 15 ‘that Lift of line 15 ‘that
him / originally cost $200 / was camera condition’ camera condition’
expensive AND it is / was in + he said. (alone)
perfect condition
He said it was in He tells him how much
perfect condition the camera cost
and / but he would / He would sell it for half
was prepared to sell price
it for half the price
he paid for it

Additional information

Accept any two of three for 1 mark each.

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Question Answer Marks Allowed Response Not Allowed Response

6(c) Pick out and write down the four word phrase from the paragraph which shows that Mr
Lutchman realised that the price of the camera was too high.

Against his better judgement 1 The use of the

correct words in a
sentence provided
that it is underlined
or otherwise
highlighted, e.g. He
bought it ‘against his
better judgement’
// The phrase is
against his better
judgement.

Question Answer Marks Allowed Response Not allowed Response

Scoris marking guidance

From Paragraph 4
There are two parts to this question. Award a zero, 1, 2 or NR (no response).

7(a) Explain in your own words why Mr Lutchman disliked the camera’s instruction booklet.

INCOMPREHENSIBLE: 1 Contained difficult / hard

impossible to understand / difficult words (alone)
to understand // unintelligible
Indecipherable /
complicated/senseless /
confusing

BAFFLING: 1 Makes no sense to Complicated / senseless

confusing / puzzling / mystifying /  him// meant nothing / surprising / weird /
perplexing / bewildering to him complex / unclear /
inaccurate

Additional information

This is an OWN WORDS question. Key words are INCOMPREHENSIBLE and BAFFLING.

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Question Answer Marks Allowed Response Not Allowed Response

7(b) Explain fully how Mr Lutchman’s use of the ‘large and impressively illustrated book’ was
different from the way it was meant to be used.

he cut out (a) photograph(s) / 1 ‘He took / ripped /

picture(s) / image(s) and put / pulled / used’ for ‘cut’
plastered them on the (sitting- Lift of lines 19–21
room) wall // he cut out (a) ‘(in particular) one
photograph(s) / picture(s)/ photograph wall
image(s) and decorated his (followed soon by
(sitting-room) wall (with them) others)’

instead of using the book to learn 1 It meant to teach It was meant to be read
how to take photographs / instead people / him how to (alone)
of using the book to learn about use a / his camera
photography // instead of using the
photographs as models / examples
(for his own photographs) // the
book was meant to teach / instruct /
inspire / help people / him to take
photographs / to learn about
photography

Question Answer Marks Allowed Response Not Allowed Response

Scoris marking guidance

From Paragraph 5
Award a zero, 1, 2 or NR (no response)

8 In what two ways does Mrs Lutchman try to comfort her husband over the failure of his
photographs?

(i) she says that nobody is 1 She says that it Nobody is perfect right
perfect (at photography) right takes time to learn away (alone)
away photography /
anything

Lift of lines 28–29

‘nobody is said
(consolingly)’

(ii) she says it was / the spoiled 1 She says it wasn’t Lift of lines 30–31
photographs were the fault of his fault (the ‘maybe developed
the people who developed photographs were them’ (alone)
them spoiled / hadn’t
turned out) Lift of lines 31–32 ‘I
would own
She blamed the photographs’
people who
developed the
photos / them

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Question Answer Marks Allowed Response Not Allowed Response

Scoris marking guidance

From Paragraph 6(d)

Award a zero, 1, 2 or NR (no response)

9 Give two reasons why the Lutchman children had ‘strained expressions’ on their faces while
they were being photographed.

(i) A group of (curious) 1 Lift of lines 34–35 ‘A They didn’t want to be

neighbours had gathered to group of curious watched
watch / were watching them neighbours had
gathered around (to They were arranged in a
watch)’ line

[allow run on into ‘as The neighbours were

Mr Lutchman line’] laughing at / mocking
them

(ii) Mr Lutchman / their father was 1 ‘‘Grin! Grin!’ their ‘he’ for ‘Mr
losing / lost his temper / was father howled at Lutchman / their father’
shouting / yelling / howling at them’ unless he has been
them mentioned in (i)

Their father was

(getting) impatient

Question Answer Marks Allowed Response Not Allowed Response

Scoris marking guidance

From Paragraph 7
There are two parts to this question. Award a zero, 1 or NR (no response) for each part.

10(a) Mr Lutchman ‘could feel his confidence ebbing away’. What effect does ‘ebbing away’
have which would not be achieved by, for example, ‘left him’?

his confidence/it went away 1 Slowness / bit by bit Mere synonyms of

slowly // he gradually became less ‘ebbing’, (alone) e.g.
confident fading away draining

Additional information

Effect and not meaning is asked for.

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Question Answer Marks Allowed Response Not Allowed Response

10(b) Why was the roar of anger and distress ‘muffled’?

Mr Lutchman / Lutchman’s head 1 ‘He / his head’ for ‘Mr Reference to basins

was under a blanket / under the Lutchman(‘s head)’ clanging / water flowing
bed
Any reference to
darkness

Question Answer Marks Allowed Response Not Allowed Response

Scoris marking guidance

Award a zero, 1, 2, 3, 4, 5 or NR (no response).

11 Choose five of the following words. From each of them give one word or short phrase
(of not more than seven words) which has the same meaning that the word has in the
passage.

1 casually (L2) 1 mark Accidentally /

for unintentionally /
off-handedly / in passing / each randomly / normally /
nonchalantly / without making a correct informally / carelessly
fuss / without making a big meaning
deal / by the way (max. 5)

2 delicately (L17) slowly

carefully / attentively / gently /
cautiously / sensitively / lightly

3 tackle (L23) Conquer / attack /

overcome / confront /
attempt / take on / try out /try his begin / start / do
hand / undertake / go for / embark
on / try his luck at / venture // have
a go / a shot / a crack / a stab
at / face / deal with / work at / work
on / address / handle

4 mounting (L25) A lot of/(too)

much/great/raising
increasing / growing /escalating /
progressive / building
(up) / heightening / rising

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5 confining (L33) specialising

restricting / limiting / constraining /
keeping (to) / restraining / sticking
to / dealing with one thing

6 curious (L34) Odd / enquiring / eager /

interested
nosy / inquisitive /
wondering / intrigued / wanting to
know / wanting to find out

7 disconsolately (L41) Displeased /

disappointedly /
unhappily / in a depressed way / dissatisfied /
miserable / dejectedly / sadly / demotivated
discontentedly / despondently /
gloomily / despairingly /
disheartened /
dispirited / downcast / melancholic
ally / ruefully / with a heavy heart /
wretchedly / forlornly
/ morosely / dismally / glumly / fed
up / hopelessly

8 mass (L46) Body / weight / group

heap / bundle / lump / bulk / hunk / 
o mound

Additional information

Mark only the first FIVE words attempted.

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 Cambridge International Examinations
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading May/June 2017
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE®,
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.

® IGCSE is a registered trademark.

This document consists of 19 printed pages.

© UCLES 2017 [Turn over

 1123/22 Cambridge O Level – Mark Scheme May/June 2017
PUBLISHED

Question Answer Marks Allowed Responses Not Allowed Responses

1(a) Identify and write down the uses and importance of silver in former times, and the uses
and the advantages of silver in modern times, as outlined in the passage.

1 Used to make jewellery 1 mark

(given) for
each
correct
point
up to a
max. of
15

2 Made into coins / money / Silver coins Used as coins/

currency (for everyday money/currency
transactions)

3 (Used in / to facilitate) Lift of lines 13–15 in the

international trade nineteenth
century«porcelain
(alone)

4 In some / various / ancient

languages / Sanskrit and
Hebrew, same word is used
to describe both silver and
money

5 (in many ancient cultures)

associated with religion /
god(s)

6 (Romans / they knew that)

wine stored in silver
containers remained
drinkable for a longer period
of time / for longer / for a
long time

7 (Roman army generals / Silvers coins in stored ‘Water’ (alone) for ‘water
they discovered / knew that) water (storage) containers’
silver coins (dropped) in
water (storage) containers
kept soldiers healthy /
meant that few(er) soldiers
would become sick

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Question Answer Marks Allowed Responses Not Allowed Responses

8 (Ancient civilisations / (Used as) medicine

Greece and Macedonia Lift of lines 23–24 (the
used silver / it) for Greek physician)
medicinal / medical Hippocrates«
purposes diseases
(It was thought /
taught that it ) healed
wounds and
controlled diseases

9 (Chinese used silver) Chinese made better

combined with mercury / quality mirrors (alone)
silver and mercury /
amalgam to make better /
quality mirrors

10 Silverpoint used by artists // ‘Art’ for ‘drawing’ ‘painting’ for ‘drawing’

a drawing technique called
silverpoint // a drawing
technique used silver wire

11 Used in solar panels (given)

12 (More effective than Lift of lines 32-33 in ‘lenses’ for ‘mirrors’

aluminium to) coat the past« (more)
telescope mirrors effective

13 (extremely efficient to) ‘Silver reduces heat loss’

insulate glass // reduces (alone)
heat loss through glass ‘glasses’ for ‘glass’

14 (Used in) water purification ‘reduces’ for ‘prevent’ ‘Beneficial to healthy

(to prevent bacteria/ algae living’ (alone)
building up in filters) // helps
oxygen to sanitise water //
prevents need for chlorine
in pools /spas [needs water
context]

15 (Silver mixed) with mercury Silver used to fill teeth

/ amalgam to fill (cavities in) (alone)
teeth // (Silver) mixed with amalgam used in
mercury / amalgam used in dentistry (alone)
dentistry to fill cavities (in
teeth)

16 (In modern medicine used Surgical instruments

to) make / for / in surgical (alone)
instruments // make / for / in
instruments to perform
surgical procedures /
surgery / operations

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Question Answer Marks Allowed Responses Not Allowed Responses

17 (Small electrical) devices / Electrical devices are

hearing aids use silver made of silver
oxide batteries due to their
long life / high energy to
weight ratio

18 Speaker wires are produced creates / gives good

using silver (cable) because sound quality
it improves sound quality

19 (Important role in) Suitable alternatives High quality wind

manufacture / production of for ‘fine’ and instruments (alone)
(high) quality wind ‘beautiful’, for
instruments // (used in) wind example, ‘excellent’
instruments for fine sound /
beautiful appearance ‘flutes’ for ‘wind
instruments’

20 (some) brass instruments ‘trumpets’ for ‘brass

are plated with silver instruments’

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Question Answer Marks Allowed Responses Not Allowed Responses

1(b) Now use your notes to write a summary in which you explain the uses and importance of
silver in former times, and the uses and the advantages of silver in modern times, as
outlined in the passage.

Candidates have now fleshed out their notes into a piece of formal, continuous prose.

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE OF ENGLISH.
The table which follows on later page provides descriptors of the mark levels assigned to these TWO
categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the category of OWN
WORDS. Then arrive at the mark level for USE OF ENGLISH.

Under OWN WORDS, key pointers are: sustained, noticeable, recognisable but limited, wholesale
copying and complete transcript. The difference between wholesale copying and complete transcript
is that, whereas in wholesale copying there is nothing / little that is original, the copying has been
selective and directed at the question, but with a complete transcript the candidate has started copying
and continued writing with little sense of a link to the question. Complete transcripts are rare.

Under USE OF ENGLISH, take into consideration the accuracy of the writing, and the ability to use
original complex sentence structures.

Write marks for OWN WORDS and USE OF ENGLISH separately in a text box (found in the marking
palette) beneath the question. Add the marks for OWN WORDS and USE OF ENGLISH together and
divide by two. Raise any half marks to the nearest whole number e.g. OW 3, UE 2, giving 3 to be
entered in Scoris marks column

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HOW TO ANNOTATE Q1(b)

SERIOUS ERRORS

Wrong verb forms.

Serious tense errors.
Serious errors of sentence structure, especially in setting up subordination.
Omission or obvious misuse of prepositions.
Wholesale misunderstanding over the meanings of words used.
Serious errors of agreement.
Using a comma to replace the necessary full stop.
Mis-spellings of simple, basic words, e.g. were / where // to / too /two // their/ there.
Breakdown of sense.
Serious omissions, or serious intrusions e.g. of definite article. Ignore what are clearly slips.

Irrelevance: Put IR in the margin to indicate a stretch / section of irrelevance. This may be a gloss or an
example or elements of the text which do not address the question. Such scripts may be described as
recognisable OW but limited by irrelevance (see OW box 3).

Wrong or invented material: Put a cross in the margin to indicate a stretch / section of wrong or invented
material.

Short answers
There is no penalty for long answers but, if a script is OBVIOUSLY short, please count the words, mark as
normal (i.e. arrive at mark under OW and UE, then add together and halve) and award marks to the following
maxima:
66–80 = 4 marks max for style
51–65 = 3 marks max for style
36–50 = 2 marks max for style
21–35 = 1 mark max for style
0–20 = 0 marks for style. No assessment of OW and UE is necessary.

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Mark Own Words Mark Use of English

5 • Candidates make a sustained 5 • Apart from very occasional slips, the

attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips
• Allow phrases from the text which or minor errors. There is a marked
are difficult to substitute. ability to use original complex
syntax outside text structures.
• Punctuation is accurate and helpful
to the reader.

4 • There is a noticeable attempt to re- 4 • The language is almost always

phrase the text. accurate. Serious errors will be
• The summary is free from stretches isolated.
of concentrated lifting. • Sentences show some variation,
including original complex syntax.
• Punctuation is accurate and
generally helpful.
3 • There are recognisable but limited 3 • The language is largely accurate.
attempts to re-phrase the text detail. • Simple structures tend to dominate
Attempt may be limited by and serious errors are not
irrelevance or by oblique or frequent, although they are
mangled relevance. noticeable.
• Groups of text expression are • Where sentences show some variety
interlaced with own words. and complexity, they will generally
• The expression may not always be be lifted from the text.
secure, but the attempt to substitute • Serious errors may occur when more
the text will gain credit. sophisticated structures are
attempted.
• Punctuation is generally accurate.
2 • Wholesale copying of large areas 2 • Meaning is not in doubt but serious
of the text, but not a complete errors are becoming more
transcript, frequent. [8+ errors as a guide, but
• Attempts to substitute own language balance against sentence structure
will be limited to single word expre- is also necessary]
ssion. • Some simple structures will be
• Irrelevant sections of the text will be accurate, although this accuracy is
more frequent at this level and not sustained for long.
below. • Simple punctuation will usually be
correct.
1 • Pretty well a complete transcript of 1 • Heavy frequency of serious
the text expression. errors, sometimes impeding
• There will also be random reading.
transcription of irrelevant sections of • Fractured syntax is much more
the text. pronounced at this level.
0 • Complete transcript 0 • Heavy frequency of serious errors
throughout.
• Fractured syntax

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2 From your reading of paragraph 1, decide whether each of the following statements is
true or false, and tick the box you have chosen.

1 All civilisations were 1

engaged in the mining of
silver. False

2 Spices were traded for 1

silver in Roman times. True

3 Bolivia, Peru and Mexico 1

were the only countries
producing silver in the late
fifteenth century. False

Question Answer Marks Allowed Responses Not Allowed Responses

3 Select and write down two of the writer’s opinions, one from Paragraph 1 and one from
Paragraph 2. You may use the words of the text or your own words.

Opinion from Paragraph 1: 1 Silver is a precious Inclusion of ‘more

Silver is more beautiful (even) metal more beautiful abundant’
than gold. than gold.
Lift of lines 5–6 ‘(but)
no single event«New
World (in the late
fifteenth century)’

Opinion 2 from Paragraph 2: 1 Lift of line 10 ‘(and)

People who wear/ adorn people with good
themselves with silver have taste (still choose to)
good taste // silver jewellery is adorn themselves with
tasteful silver’

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4(a) What was the first sign of Mr Lutchman’s interest in gardening?

he (firstly) bought (himself) (a 1 He noticed his Gardening tools (alone)

set of) gardening tools patchy / poor lawn /
grass Lift of lines 5–6 ‘he looked
over«neighbour’s
Lift of line 4 ‘he garden’
noticed the patchy
remains of lawn (a
ragged«industry)’

4(b) Pick out and write down from the paragraph the single word which shows that Mr
Lutchman had more than just an ‘interest’ in gardening.

passion 1 The use of the correct More than one word

word in a phrase or
sentence provided
that it is underlined or
otherwise highlighted,
e.g. The word is
passion

4(c) Why was Mr Lutchman envious of his neighbour?

the neighbour had healthy / 1 His neighbour had a His neighbour had a
green grass / a healthy strip of healthy / beautiful healthy green strip (alone
grass / a real / proper / healthy / garden – no reference to garden)
beautiful lawn
His neighbour had He compared his lawn /
better grass / a better garden with the
lawn / garden (than neighbour’s lawn / garden
he had)

Lift of lines 5–6 ‘he

looked«neighbour’s
garden’ (but omission
of ‘enviously’ = 0)

Additional information

Allow ‘he’ or ‘they’ for ‘neighbour’, even when there is ambiguity, for example,
• His lawn / garden was healthy = 1

Correct answers require reference to grass, lawn or garden.

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5(a) What was Mrs Lutchman’s ‘threat’?

Mr Lutchman / her husband / he 1 Lift of ‘Don’t you Mr Lutchman would go to

would go to jail for stealing / realise you’ll go to jail jail (alone)
uprooting grass / public property if you’re caught
rooting up grass like Mr Lutchman would go to
that?’ jail for destroying grass /
public property
Mr Lutchman / her
husband / he would
be arrested / be in
trouble with the police

5(b) ‘Success stimulated ambition.’ Explain in your own words what this means.

SUCCESS: 1 Accept more Victory / triumph /

generalised idea, e.g. progress / winning
(Mr Lutchman / he) got it right / things went well /
achieved / accomplished // he work bore fruit / a Not being caught by the
completed / brought about positive outcome police
/realised his plan (to get the
grass / lawn / garden to grow) // the lawn / garden
he made the grass / lawn / flourished
garden grow / made his lawn /
grass / garden beautiful

AMBITION: 1 Accept more Passion / curiosity /

generalised idea, e.g. dedication / enthusiasm /
(Mr Lutchman / he) wanted to do grand(er) ideas / determination / continuing
/did better / more (things) / make going further / far // he / repetition / goal / aim /
other / new things grow // wanted / decided to drive (alone)
wanted to make the grass / lawn have / buy plants /
/ garden grow better flowers / roses // he
had / got / bought
plants / flowers / roses

Additional information
This is an OWN WORDS question. Key words are SUCCESS and AMBITION

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5(c) Mr Lutchman had developed a ‘new air of domesticity’. In which two ways is this
‘domesticity’ shown?

(i) he took his children out / on 1 Lift of line 15 ‘the He became the happy
an excursion / on a trip // he excursion«school family man / he was in a
took his children to buy flowers / holidays’ good mood / he wore a
rose trees / things / items straw hat

Lift of lines 14–15 ‘it was

the purchase of these
items«school holidays’
He spent time with his
children (alone)

(ii) he spent (most of) his spare 1 He decided to have flower

/free time (at home playing) with beds / rose bushes
his (set of) gardening tools /
gardening / tending the garden Lift of line 19 ‘ he was
content to spend most of
his spare time at home’
(alone)

He spent most of his time

in the garden

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6(a) What was it about the landscape on the day of the excursion which showed that it was
‘dry and uncultivated’?

(it was reddish) brown 1 Lift of ‘the A definition of dry and

predominant colour uncultivated, e.g. there
changing from green was no moisture / nothing
to (reddish)-brown’ grew

Inclusion of reference to
rice / watercress

6(b) The sign said ‘Plants for sale’. Give two reasons from the paragraph why this is
surprising.

(i) dead / dying plants in baskets 1 Lift of ‘there was a The gardener shouted
rambling, red-brick etc. (the focus is on
house from which plants)
hung dead and dying
plants in baskets’
Excess denies

Idea that baskets of

dying plants were
inside the house

(ii) the garden was decaying / 1 Lift of ‘the house was The road / landscape was
dead / rotting set in an extensive, decaying etc.
decaying garden
(dotted with mango The lawn was being
trees)’ watered by a gardener

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6(c) The sign also said ‘Visitors welcome’. Give one reason from the paragraph why this is
surprising.

The gardener told them to stop / 1 ‘the owner’ for ‘the ‘the man / he’ for ‘the
stopped them / told them it was gardener’ gardener’
private property// the gardener the passive, e.g. Mr
did not welcome them/ was Lutchman / he / they Lifting of any or all of the
unfriendly / hostile /rude // the were told it was direct speech starting at
gardener shouted at them / private property ‘Stop«’ (alone)
/suggested they shouldn’t have
come Lift of line 27 ‘the It was private property
gardener«furiously’

Lift of lines 27–28 ‘

the gardener«private
property you know’

The gardener stopped

them from entering
the house

Correct answer linked

to the idea that they
went into the house

Additional information

If more than one reason is offered, reward the first acceptable one.

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7 What exactly was the ‘logic’ of the gardener’s generosity?

the orchid/ plant was half price 1 He gave Mr Lutchman He said he would give
because it was already half the orchid at half price him the orchid at half
dead / half alive so that he would buy / price (alone)
spend more The orchid was half dead
/ dying / decaying (alone)
‘Half of the plant was
dead’ for ‘half dead’ ‘it / they’ for ‘orchid / plant’

Plurals, i.e. orchids / He sold the orchid at half

plants price because it was
(nearly) dead

Lift of lines 30–31 ‘I’ll give

it to you«half dead’

‘roses/rose bushes’ for

‘orchids/plants’

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8(a) What was Mr Lutchman ‘tempted’ to do?

steal / take / snatch the 1 Lift of ‘could he not snatch up

(avocado) tree put the tree outside
the gate and collect it Lift of ‘could he not put
later when they were the tree outside the gate
driving back?’ + and collect it later when
without paying they were driving back?’
(alone)

get the tree for free

He was tempted to steal it

He was tempted to snatch

the tree / it

He stole / snatched / tried

to steal the tree

8(b) Mr Lutchman swooped down to take the tree. What effect does ‘swooping down’ have
that would not be achieved by, for example, ‘bent down’?

Suddenness / abruptness / 1 Other parts of speech, Secrecy / concealment /

speed / quickness / swiftness e.g. quick / quickly vigilance / stealth /
cunning
Quicker (than
bending) Snatched / grabbed

Additional information

Look for effect of swooping down, not consequence.

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Question Answer Marks Allowed Responses Not Allowed Responses

8(c) The gardener showed his disapproval of Mr Lutchman by wagging his finger at him. In
what one other way did the gardener’s behaviour show his disapproval?

he made / was making (small) 1 Inclusion of he came up

scolding noises behind him / tapped him
on shoulder. One feature
of behaviour is required.

Additional information

8(d) Explain in your own words what the gardener did to ‘to disguise the fact that he was
making up the prices’ of the various items ‘as he went along’.

ENUMERATE: count / calculate 1 Tell / give Increase / highlight /

/ tally / add up / total / reckon / mention / record / come
tot up / sum up / itemise / list / up with / sort out / check /
state / name / spell out/ change / write / said /
announce identify / describe

EXAGGERATED: elaborate(d) / 1 Showy / made a deal Extreme / great / extra /

emphasised / in great detail / of / enhanced more / unnecessary /
laboured / too much / excessive made up / abnormal /
/ fake / overdone / artificial / unusual
forced / pretend

Additional information

This is an OWN WORDS question. Key words are ENUMERATE and EXAGGERATED

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9 Mr Lutchman planted the avocado tree in the back yard. Explain fully why this was
‘ironic’.

he didn’t want anyone to steal it/ 1 Lift of lines 42–43 ‘ he

he didn’t want it to be stolen / he had planted«less
wanted to protect it from thieves likely to be stolen’
/ he thought someone would
steal it Lift of line 43 ‘ it was
less likely to be stolen’
It would not get stolen

(but) he had tried to steal it 1 He had stolen it

(himself / in the first place)

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10 Choose five of the following words or phrases. For each of them give one word or short
phrase (of not more than seven words) which has the same meaning that the word has in
the passage.

1 unpremeditated (L2) 1 mark Unexpectedly / without

For warning / suddenly /
unplanned / not thought out / each unannounced / for no
without thinking / not calculated / correct reason / unintentionally /
not pre-determined / out of the mean- surprisingly /
blue / spontaneous / impromptu ing uncontrollably / naturally /
/ on the spur of the moment / (max 5) inadvertently /
from nowhere / off the cuff unpredicted / by chance

2 industry (L5) Factory / production /

dedication / creation /
work /endeavour / labour / drive / diligence /
spade work / effort / toil application

3 set to (L6) Got ready to / decided to /

moved to / got back to /
started / began / commenced / left for
embarked on / got cracking with
/ busy oneself / got (down) to /
went ahead / went to / got under
way / got the ball rolling /
launched into / got stuck into

4 persisted (L12) Tried / was determined /

stayed determined / was
continued / kept on / firm / was steadfast /
persevered/ didn’t give up / refused to listen / was
carried on / went on / kept going stubborn / did not change
/ pressed on / stayed with it /
plugged away / didn’t stop /
stuck with / still did / was
tenacious / stuck to his guns /
stood by what he wanted

5 encouraged(L31) Reassured / heartened /

cheered / forced /
spurred on / motivated / satisfied / pleased /
persuaded / emboldened /given convinced / influenced /
hope /stimulated / urged on / rallied / invigorated /
boosted / inspired / roused / moved / impressed
optimistic about / pushed /
egged on / driven / moved on /
given confidence / prompted /
enthused / supported

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6 dilapidated (L38) Ancient / useless /

obsolete / worn out /
run down / ruined / worse for beaten up / neglected /
wear / in disrepair / falling to broken / uncared for /
pieces /falling apart / falling to destroyed / damaged /
bits / battered / decrepit / tatty / tattered
ramshackle / rickety /
tumbledown / in bad condition /
in poor condition / broken down /
rotting / shabby / wrecked /
decaying / badly maintained

7 reluctantly(L44) Hardly / barely / hesitantly

/ with difficulty / cautiously
unwillingly / not wanting to / / slowly /
resistingly unenthusiastically /
grudgingly / unhappily /
lazily

8 comprehension (L47) Explanation / conclusion /

truth / learning / reason /
understanding / realisation knowledge
/awareness/ enlightenment /
perception / apprehension

Additional information

Mark only the first FIVE words attempted.

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 Cambridge Assessment International Education
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/11

Paper 1 Writing October/November 2017
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2017 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.

® IGCSE is a registered trademark.

This document consists of 9 printed pages.

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Question Answer Marks

MARKING of LANGUAGE Section 1 and Section 2

General Assessment Objectives for WRITING

W1. Communicate appropriately, with a clear awareness of purpose, audience and register.
W2. Communicate clearly and develop ideas coherently, at word level, at sentence level and at
whole text level.
W3. Use accurate spelling, punctuation and grammar.
W4. Communicate creatively, using a varied range of vocabulary, sentence structures and
linguistic devices.

The above objectives are assessed by impression, using as guides the Band descriptions in this
mark scheme, any photostats (if available) and any exemplar marked scripts showing performance
across the expected range of achievement.

Specific Assessment Objectives for Section 1: Directed Writing

To test the candidate’s ability to:

1 write a letter which communicates information and persuades clearly, accurately and
economically;

2 carry out the instructions as detailed on the question paper regarding the particular information
required.

Detailed Marking Instructions for Section 1: Directed Writing

The 30 marks are allocated as follows:

Task Fulfilment 15 marks

Language 15 marks

Note: Assessing task fulfilment means more than including the bullet/content points.

Note: Candidates who address only two points must be in Band 3 or below for TF.

Notation used in Section 1 to indicate where required information is addressed:

Tick 1 – why you agree that a School Council is important

Tick 2 – a brief summary of your personal qualities and achievements and why they make you
suitable for the position
Tick 3 – the improvements to school life you would like to suggest first and why.

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Question Answer Marks

SECTION 1 TASK FULFILMENT MARK

Band 1 (15–13 marks)
• Good understanding of purpose.
• Clear awareness of situation and audience.
• Format entirely appropriate.
• All required points developed in detail, fully amplified and well organised.
• Given information well used to justify personal opinion and interpretation.
• Tone and register entirely appropriate.
Band 2 (12–10 marks)
• An understanding of purpose.
• An awareness of situation and audience.
• Format appropriate.
• All required points addressed but not always developed in detail.
• Given information organised to support personal opinion.
• Tone and register appropriate.
Band 3 (9–7 marks)
• Some understanding of purpose.
• Some awareness of situation and audience.
• Format generally appropriate.
• At least two required points addressed (and partially/fully developed).
• Given information may not be logically used to support opinion.
• Tone usually appropriate, although there may be slips of register.
Band 4 (6–4 marks)
• Only partial understanding of purpose.
• Some confusion as to situation and audience.
• Format may be inappropriate.
• At least one of the required points addressed (and partially/fully developed).
• Given information may be used irrelevantly.
• Tone may be uneven.
Band 5 (3–1 marks)
• Misunderstanding of purpose.
• Confusion as to situation and audience.
• Little evidence of a specific format.
• None of the required points addressed.
• Given information misunderstood or irrelevant.
• Tone may be inappropriate.
A mark of 0
should be given only when:
• the response is totally incomprehensible or
• the candidate has merely copied out the question or parts of it at random or
• the question is not attempted at all.

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Question Answer Marks

SECTION 1 LANGUAGE MARK

Band 1 (15–14 marks)
• Highly accurate, apart from very occasional slips.
• Sentence structures varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate, apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.
Band 2 (13–12 marks)
• Accurate; occasional errors are either slips or caused by ambition.
• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation, but sequence consistent and clear
throughout.
• Vocabulary precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked, and show some evidence of planning.
Band 3 (11–10 marks)
• Mostly accurate; errors from ambition do not mar clarity of communication.
• Some variety of sentence structures, but tendency to repeat sentence types may produce
monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence sufficient to sustain
clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious words.
• Punctuation generally accurate and sentence separation correctly marked, but errors may
occur e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious words.
• Paragraphs may show some unity, although links may be absent or inappropriate.
Band 4 (9–8 marks)
• Sufficiently accurate to communicate meaning, with patches of clear, accurate language.
• Some variety of sentence length and structure, not always for particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty in sequence of events
or disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.
• Punctuation used but not always helpful; occasional sentence separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.

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Question Answer Marks

Band 5 (7–6 marks)

• Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper
precision and distract reader from content.
• Some simple structures accurate but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some idiomatic errors
likely.
• Simple punctuation usually accurate, but there may be frequent sentence separation
errors.
• Spelling of simple vocabulary accurate; frequent errors in more difficult words.
• Paragraphs used haphazardly.
Band 6 (5–4 marks)
• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be corrected
without re-writing the sentence); communication established, although weight of error may
cause some ‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise; significant idiomatic
errors.
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.
Band 7 (3–2 marks)
• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the reader to re-
read and re-organise); meaning may be partly hidden by density of linguistic error.
• Unlikely to be more than a few accurate sentences, however simple, in the whole essay.
Band 8 (1–0 mark)
• Scripts almost entirely or entirely impossible to recognise as pieces of English writing;
whole sections make no sense at all.
• Where occasional patches of relative clarity are evident, 1 mark should be given.
• The mark of 0 is reserved for scripts that make no sense at all from beginning to end.

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Question Answer Marks

Detailed Marking instructions for Section 2: Creative Writing

30 marks are allocated. The ‘best fit’ principle is applied, as in the following table. Note: Primary
emphasis is on quality of Language; comments on Content used to adjust mark within Band.

SECTION 2 MARK
Band 1 (30–27 marks)
• Highly accurate, apart from very occasional slips.
• Sentence structure varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.

¾ Consistently relevant. Interest aroused and sustained.

¾ Tone and register entirely appropriate.
¾ Discursive essays are well developed, logical, even complex, in argument.
¾ Descriptive essays have well-developed images helping to create complex atmospheres.
¾ Narratives are complex, sophisticated, possibly tense, and may contain devices such as
flashbacks.
Band 2 (26–23 marks)
• Accurate: occasional errors are either slips or caused by ambition.
• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation but sequence consistent and clear
throughout.
• Vocabulary wide and precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked, and show some evidence of planning.

¾ Relevant. Interest aroused and mostly sustained.

¾ Tone and register appropriate.
¾ Discursive essays have clearly-defined, cohesive, logical stages in their argument.
¾ Descriptive essays have interesting images and range of detail, helping to create effective
atmospheres.
¾ Narratives have effective detail creating character or setting, and may contain some sense
of climax.

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1123/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2017

Question Answer Marks

Band 3 (22–19 marks)

• Mostly accurate; errors from ambition do not mar clarity of communication.
• Some variety of sentence structures, but tendency to repeat sentence types may
produce monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence sufficient to
sustain clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious words.
• Punctuation generally accurate and sentence separation correctly marked, but errors
may occur e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious words.
• Paragraphs may show some unity, although links may be absent or inappropriate.

¾ Relevant. Some interest aroused, although there may some lack of originality and/or
planning.
¾ Tone usually appropriate, although there may be slips of register.
¾ Discursive essays make a series of relevant points, with some being developed; linking of
ideas may be insecure.
¾ Descriptive essays have satisfactory images, ideas and details which help to create
atmosphere.
¾ Narratives are straightforward with proper sequencing of sentences.

Band 4 (18–15 marks)

• Sufficiently accurate to communicate meaning, with patches of clear, accurate
language.
• Some variety of sentence length and structure, not always for particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty in sequence of
events or disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.
• Punctuation used but not always helpful; occasional sentence separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.

¾ Attempt to address topic but there may be digressions or failures of logic. May lack liveliness
and interest.
¾ Tone may be uneven.
¾ Discursive essays have mainly relevant points but may be only partially developed, with
some repetition.
¾ Descriptive essays have some detail but may rely too much on narrative.
¾ Narratives are largely a series of events with only occasional details of character and
setting.

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Question Answer Marks

Band 5 (14–11)
• Overall meaning never in doubt, but errors sufficiently frequent and serious to
hamper precision and distract reader from content.
• Some simple sentence structures accurate but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some idiomatic
errors likely.
• Simple punctuation usually accurate, but there may be frequent sentence separation
errors.
• Spelling of simple vocabulary accurate; frequent errors in more difficult words.
• Paragraphs used haphazardly.

¾ Some relevance. Some interest.

¾ Tone may be inconsistent.
¾ Discursive essays make a few points but development is simple and not always logical;
some obvious repetition of ideas.
¾ Descriptive essays are relevant but lack scope or variety.
¾ Narratives are simple, everyday or immature.

Band 6 (10–7)
• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be
corrected without re-writing the sentence); communication established, although
weight of error may cause some ‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise; significant
idiomatic errors.
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.

¾ A little relevance. A little interest.

¾ Some recognition of appropriate tone.
¾ In Discursive essays only a few points are discernible and the argument progresses only
here and there.
¾ In Descriptive essays the overall picture is unclear.
¾ Narratives are very simple and may narrate events indiscriminately.

Band 7 (6–3)
• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the reader
to re-read and re-organise); meaning may be partly hidden by density of linguistic
error.
• Unlikely to be more than a few accurate sentences, however simple, in the whole
essay.

¾ Little relevance or interest.

¾ Tone may be inappropriate.
¾ In Discursive essays only a very few points are discernible and the argument barely
progresses.
¾ In Descriptive essays the overall picture is very unclear.
¾ Narratives are extremely simple and may narrate events indiscriminately.

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Question Answer Marks

Band 8 (2–0)
• Scripts almost entirely or entirely impossible to recognise as pieces of English
writing; whole sections make no sense at all.
• Where occasional patches of relative clarity are evident, 2 or 1 mark(s) should be
given.
• The mark of 0 is reserved for scripts that make no sense at all from beginning to end.

¾ Discursive essays are rarely relevant and may well be disordered, as are Descriptive essays
and Narratives.

© UCLES 2017 Page 9 of 9

 Cambridge Assessment International Education
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing October/November 2017
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2017 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.

® IGCSE is a registered trademark.

This document consists of 9 printed pages.

© UCLES 2017 [Turn over

1123/12 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2017

Question Answer Marks

MARKING of LANGUAGE Section 1 and Section 2

General Assessment Objectives for WRITING

W1. Communicate appropriately, with a clear awareness of purpose, audience and register.
W2. Communicate clearly and develop ideas coherently, at word level, at sentence level and at
whole text level.
W3. Use accurate spelling, punctuation and grammar.
W4. Communicate creatively, using a varied range of vocabulary, sentence structures and
linguistic devices.

The above objectives are assessed by impression, using as guides the Band descriptions in this
mark scheme, any photostats (if available) and any exemplar marked scripts showing performance
across the expected range of achievement.

Specific Assessment Objectives for Section 1: Directed Writing

To test the candidate’s ability to:

1 write a letter which communicates information and persuades clearly, accurately and
economically;

2 carry out the instructions as detailed on the question paper regarding the particular information
required.

Detailed Marking Instructions for Section 1: Directed Writing

The 30 marks are allocated as follows:

Task Fulfilment 15 marks

Language 15 marks

Note: Assessing task fulfilment means more than including the bullet/content points.

Note: Candidates who address only two points must be in Band 3 or below for TF.

Notation used in Section 1 to indicate where required information is addressed:

Tick 1 – invitation to speak to the students and the date and venue for the meeting
Tick 2 – what you admire about the personality and about his or her work
Tick 3 – how the students benefit from these visits.

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Question Answer Marks

SECTION 1 TASK FULFILMENT MARK

Band 1 (15–13 marks)
• Good understanding of purpose.
• Clear awareness of situation and audience.
• Format entirely appropriate.
• All required points developed in detail, fully amplified and well organised.
• Given information well used to justify personal opinion and interpretation.
• Tone and register entirely appropriate.
Band 2 (12–10 marks)
• An understanding of purpose.
• An awareness of situation and audience.
• Format appropriate.
• All required points addressed but not always developed in detail.
• Given information organised to support personal opinion.
• Tone and register appropriate.
Band 3 (9–7 marks)
• Some understanding of purpose.
• Some awareness of situation and audience.
• Format generally appropriate.
• At least two required points addressed (and partially/fully developed).
• Given information may not be logically used to support opinion.
• Tone usually appropriate, although there may be slips of register.
Band 4 (6–4 marks)
• Only partial understanding of purpose.
• Some confusion as to situation and audience.
• Format may be inappropriate.
• At least one of the required points addressed (and partially/fully developed).
• Given information may be used irrelevantly.
• Tone may be uneven.
Band 5 (3–1 marks)
• Misunderstanding of purpose.
• Confusion as to situation and audience.
• Little evidence of a specific format.
• None of the required points addressed.
• Given information misunderstood or irrelevant.
• Tone may be inappropriate.
A mark of 0
should be given only when:
• the response is totally incomprehensible or
• the candidate has merely copied out the question or parts of it at random or
• the question is not attempted at all.

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Question Answer Marks

SECTION 1 LANGUAGE MARK

Band 1 (15–14 marks)
• Highly accurate, apart from very occasional slips.
• Sentence structures varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate, apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.
Band 2 (13–12 marks)
• Accurate; occasional errors are either slips or caused by ambition.
• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation, but sequence consistent and clear
throughout.
• Vocabulary precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked, and show some evidence of planning.
Band 3 (11–10 marks)
• Mostly accurate; errors from ambition do not mar clarity of communication.
• Some variety of sentence structures, but tendency to repeat sentence types may produce
monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence sufficient to sustain
clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious words.
• Punctuation generally accurate and sentence separation correctly marked, but errors may
occur e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious words.
• Paragraphs may show some unity, although links may be absent or inappropriate.
Band 4 (9–8 marks)
• Sufficiently accurate to communicate meaning, with patches of clear, accurate language.
• Some variety of sentence length and structure, not always for particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty in sequence of events or
disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.
• Punctuation used but not always helpful; occasional sentence separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.
Band 5 (7–6 marks)
• Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper
precision and distract reader from content.
• Some simple structures accurate but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some idiomatic errors likely.
• Simple punctuation usually accurate, but there may be frequent sentence separation errors.
• Spelling of simple vocabulary accurate; frequent errors in more difficult words.
• Paragraphs used haphazardly.

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Question Answer Marks

Band 6 (5–4 marks)

• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be corrected
without re-writing the sentence); communication established, although weight of error may
cause some ‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise; significant idiomatic
errors.
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.
Band 7 (3–2 marks)
• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the reader to re-
read and re-organise); meaning may be partly hidden by density of linguistic error.
• Unlikely to be more than a few accurate sentences, however simple, in the whole essay.
Band 8 (1–0 mark)
• Scripts almost entirely or entirely impossible to recognise as pieces of English writing; whole
sections make no sense at all.
• Where occasional patches of relative clarity are evident, 1 mark should be given.
• The mark of 0 is reserved for scripts that make no sense at all from beginning to end.

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Question Answer Marks

Detailed Marking instructions for Section 2: Creative Writing

30 marks are allocated. The ‘best fit’ principle is applied, as in the following table. Note: Primary
emphasis is on quality of Language; comments on Content used to adjust mark within Band.

SECTION 2 MARK
Band 1 (30–27 marks)
• Highly accurate, apart from very occasional slips.
• Sentence structure varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.

¾ Consistently relevant. Interest aroused and sustained.

¾ Tone and register entirely appropriate.
¾ Discursive essays are well developed, logical, even complex, in argument.
¾ Descriptive essays have well-developed images helping to create complex atmospheres.
¾ Narratives are complex, sophisticated, possibly tense, and may contain devices such as
flashbacks.
Band 2 (26–23 marks)
• Accurate: occasional errors are either slips or caused by ambition.
• Sentence structures show some variation to create some natural fluency.
• Occasional slips in verb forms or tense formation but sequence consistent and clear
throughout.
• Vocabulary wide and precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked, and show some evidence of planning.

¾ Relevant. Interest aroused and mostly sustained.

¾ Tone and register appropriate.
¾ Discursive essays have clearly-defined, cohesive, logical stages in their argument.
¾ Descriptive essays have interesting images and range of detail, helping to create effective
atmospheres.
¾ Narratives have effective detail creating character or setting, and may contain some sense
of climax.

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Question Answer Marks

Band 3 (22–19 marks)

• Mostly accurate; errors from ambition do not mar clarity of communication.
• Some variety of sentence structures, but tendency to repeat sentence types may
produce monotonous effect.
• Errors may occur in irregular verb forms, but control of tense sequence sufficient to
sustain clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more ambitious words.
• Punctuation generally accurate and sentence separation correctly marked, but errors
may occur e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more ambitious words.
• Paragraphs may show some unity, although links may be absent or inappropriate.

¾ Relevant. Some interest aroused, although there may some lack of originality and/or
planning.
¾ Tone usually appropriate, although there may be slips of register.
¾ Discursive essays make a series of relevant points, with some being developed; linking of
ideas may be insecure.
¾ Descriptive essays have satisfactory images, ideas and details which help to create
atmosphere.
¾ Narratives are straightforward with proper sequencing of sentences.
Band 4 (18–15 marks)
• Sufficiently accurate to communicate meaning, with patches of clear, accurate
language.
• Some variety of sentence length and structure, not always for particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty in sequence of
events or disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.
• Punctuation used but not always helpful; occasional sentence separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence.

¾ Attempt to address topic but there may be digressions or failures of logic. May lack liveliness
and interest.
¾ Tone may be uneven.
¾ Discursive essays have mainly relevant points but may be only partially developed, with
some repetition.
¾ Descriptive essays have some detail but may rely too much on narrative.
¾ Narratives are largely a series of events with only occasional details of character and
setting.

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Question Answer Marks

Band 5 (14–11)
• Overall meaning never in doubt, but errors sufficiently frequent and serious to
hamper precision and distract reader from content.
• Some simple sentence structures accurate but unlikely to sustain accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of events.
• Vocabulary limited, either too simple or imperfectly understood; some idiomatic
errors likely.
• Simple punctuation usually accurate, but there may be frequent sentence separation
errors.
• Spelling of simple vocabulary accurate; frequent errors in more difficult words.
• Paragraphs used haphazardly.

¾ Some relevance. Some interest.

¾ Tone may be inconsistent.
¾ Discursive essays make a few points but development is simple and not always logical;
some obvious repetition of ideas.
¾ Descriptive essays are relevant but lack scope or variety.
¾ Narratives are simple, everyday or immature.
Band 6 (10–7)
• Many serious errors of various kinds of ‘single-word’ type (i.e. they could be
corrected without re-writing the sentence); communication established, although
weight of error may cause some ‘blurring’.
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense confuse meaning.
• Vocabulary conveys meaning but likely to be simple and imprecise; significant
idiomatic errors.
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.

¾ A little relevance. A little interest.

¾ Some recognition of appropriate tone.
¾ In Discursive essays only a few points are discernible and the argument progresses only
here and there.
¾ In Descriptive essays the overall picture is unclear.
¾ Narratives are very simple and may narrate events indiscriminately.

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Question Answer Marks

Band 7 (6–3)
• Sense usually decipherable but some error will be ‘multiple’ (i.e. requiring the reader
to re-read and re-organise); meaning may be partly hidden by density of linguistic
error.
• Unlikely to be more than a few accurate sentences, however simple, in the whole
essay.

¾ Little relevance or interest.

¾ Tone may be inappropriate.
¾ In Discursive essays only a very few points are discernible and the argument barely
progresses.
¾ In Descriptive essays the overall picture is very unclear.
¾ Narratives are extremely simple and may narrate events indiscriminately.
Band 8 (2–0)
• Scripts almost entirely or entirely impossible to recognise as pieces of English
writing; whole sections make no sense at all.
• Where occasional patches of relative clarity are evident, 2 or 1 mark(s) should be
given.
• The mark of 0 is reserved for scripts that make no sense at all from beginning to end.

¾ Discursive essays are rarely relevant and may well be disordered, as are Descriptive essays
and Narratives.

© UCLES 2017 Page 9 of 9

 Cambridge Assessment International Education
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading October/November 2017
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2017 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.

® IGCSE is a registered trademark.

This document consists of 15 printed pages.

© UCLES 2017 [Turn over

 1123/21 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2017

Question Answer Marks Allowed Responses Not Allowed Responses

1(a) Identify and write down the stages in the development of chocolate and its uses in former
times, and the benefits of chocolate and the reasons for its continuing popularity today,
as outlined in the passage.

1 Prepared as a drink 2000 1 mark

years ago (given) for each
correct
point up
to a
max. of
15

2 (In Mayan civilisation

drinking chocolate) played
(important) part in cultural
ceremonies

3 Incorporated into religion (of Lift / OW version of lines

Aztec civilisation) 13–15 ‘they associated«
humans’

4 (cocoa beans / chocolate / it

became) a form of currency
(in Aztec civilisation)

5 Reached Spain (after

Spanish conquest of
Aztecs) // Introduced to
Spanish elite

6 (popularity increased with)

addition of sugar

7 (craze) spread to other

European countries / other
parts of Europe

8 Dutch, English, French / ‘chocolate’ for ‘cocoa’ ‘plantations’ (alone)

other European countries
created cocoa plantations in
Central America

9 (Industrial Revolution
brought steam powered)
engines / machines which
speeded up the processing /
manufacture / production

10 (Invention of a)
press/pressing machine
which made chocolate / it
cheaper to produce / make

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Question Answer Marks Allowed Responses Not Allowed Responses

11 Press facilitated
manufacture of chocolate in
pressed / solid form / bars
(do not insist on reference
to press if context already
established in an attempt at
point 10)

12 Invention of conching ‘better quality’ for ‘rich

produced rich taste and taste and smooth
smooth texture texture’

13 Has positive benefits on

health by improving
circulation (given)

14 (rich) source of antioxidants

// contains / has (rich source
of) substances which
reduce damage to cells in
the body // may work /
works against (some types
of ) cancer

15 (Consumption of) dark

chocolate may reduce/
reduces cholesterol

16 (Consumption of chocolate)
may boost / boosts thinking
skills / cognitive function

17 50 000 000 / many people

depend on chocolate /it for
their livelihood // (chocolate
production) provides
50 000 000 / many jobs /
jobs for many people

18 Fairtrade (chocolate)
ensures fair wages (for
workers and boosts the
popularity of chocolate)

19 (Boxes of chocolate(s) / it) The / an international

given as presents // given system for Fairtrade
as a sign of love/friendship /
appreciation (of a host)

20 Symbolic role (to play) in ‘important’ for ‘symbolic’

(some) religious festivals

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Question Answer Marks Allowed Responses Not Allowed Responses

1(b) Now use your notes to write a summary in which you explain the stages in the
development of chocolate and its uses in former times, and the benefits of chocolate and
the reasons for its continuing popularity today, as outlined in the passage.

Candidates have now fleshed out their notes into a piece of formal, continuous prose.

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE OF ENGLISH.
The table which follows on a later page provides descriptors of the mark levels assigned to these TWO
categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the category of OWN
WORDS. Then arrive at the mark level for USE OF ENGLISH.

Under OWN WORDS, key pointers are: sustained, noticeable, recognisable but limited, wholesale
copying and complete transcript. The difference between wholesale copying and complete transcript
is that, whereas in wholesale copying there is nothing / little that is original, the copying has been
selective and directed at the question, but with a complete transcript the candidate has started copying
and continued writing with little sense of a link to the question. Complete transcripts are rare.

Under USE OF ENGLISH, take into consideration the accuracy of the writing, and the ability to use
original complex sentence structures.

Write marks for OWN WORDS and USE OF ENGLISH separately in a text box (found in the marking
palette) beneath the question. Add the marks for OWN WORDS and USE OF ENGLISH together and
divide by two. Raise any half marks to the nearest whole number e.g. OW 3, UE 2, giving 3 to be
entered in Scoris marks column.

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Question Answer Marks Allowed Responses Not Allowed Responses

SERIOUS ERRORS

Wrong verb forms.

Serious tense errors.
Serious errors of sentence structure, especially in setting up subordination.
Omission or obvious misuse of prepositions.
Wholesale misunderstanding over the meanings of words used.
Serious errors of agreement.
Using a comma to replace the necessary full stop.
Mis-spellings of simple, basic words, e.g. were / where // to / too /two // their/ there.
Breakdown of sense.
Serious omissions, or serious intrusions e.g. of definite article. Ignore what are clearly slips.
Please indicate only serious errors. Putting crosses over minor errors can give a false impression of the
script.

.
Irrelevance: Put IR in the margin to indicate a stretch / section of irrelevance.
If script is entirely irrelevant, mark for style as normal (i.e. arrive at mark under OW and UE, then add together
and halve) and give 2 max for style. Note that such scripts are extremely rare.

Wrong or invented material: Put a cross in the margin to indicate a stretch / section of wrong or invented
material.

Short answers
There is no penalty for long answers but, if a script is OBVIOUSLY short, please count the words, mark as
normal (i.e. arrive at mark under OW and UE, then add together and halve) and award marks to the following
maxima:
66–80 = 4 marks max for style
51–65 = 3 marks max for style
36–50 = 2 marks max for style
21–35 = 1 mark max for style
0–20 = 0 marks for style. No assessment of OW and UE is necessary.
Such scripts will be rare.

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Question Answer Marks Allowed Responses Not Allowed Responses

SUMMARY STYLE DESCRIPTORS

Mark Own Words Mark Use of English

5 • Candidates make a sustained 5 • Apart from very occasional slips, the

attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips
• Allow phrases from the text which or minor errors. There is a marked
are difficult to substitute. ability to use original complex
syntax outside text structures.
• Punctuation is accurate and helpful
to the reader.
4 • There is a noticeable attempt to re- 4 • The language is almost always
phrase the text. accurate. Serious errors will be
• The summary is free from stretches isolated.
of concentrated lifting. • Sentences show some variation,
including original complex syntax.
• Punctuation is accurate and
generally helpful.
3 • There are recognisable but limited 3 • The language is largely accurate.
attempts to re-phrase the text detail. • Simple structures tend to dominate
Attempt may be limited by and serious errors are not
irrelevance or by oblique or frequent, although they are
mangled relevance. noticeable.
• Groups of text expression are • Where sentences show some variety
interlaced with own words. and complexity, they will generally
• The expression may not always be be lifted from the text.
secure, but the attempt to substitute • Serious errors may occur when more
the text will gain credit. sophisticated structures are
attempted.
• Punctuation is generally accurate.
2 • Wholesale copying of large areas 2 • Meaning is not in doubt but serious
of the text, but not a complete errors are becoming more
transcript, frequent. [8+ errors as a guide, but
• Attempts to substitute own language balance against sentence structure
will be limited to single word expre- is also necessary]
ssion. • Some simple structures will be
• Irrelevant sections of the text will be accurate, although this accuracy is
more frequent at this level and not sustained for long.
below. • Simple punctuation will usually be
correct.
1 • Pretty well a complete transcript of 1 • Heavy frequency of serious
the text expression. errors, sometimes impeding
• There will also be random reading.
transcription of irrelevant sections of • Fractured syntax is much more
the text. pronounced at this level.
0 • Complete transcript 0 • Heavy frequency of serious errors
throughout.
• Fractured syntax

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Question Answer Marks Allowed Responses Not Allowed Responses

2 Read paragraph 1, and decide whether each of the following statements is true, false or
not stated in the paragraph and tick the box you have chosen.

Sugar is added to chocolate to 1

take away its bitter flavour. NOT
STATED

Cocoa mass is the same as 1

cocoa butter. FALSE

White chocolate contains no 1

cocoa solids. TRUE

Question Answer Marks Allowed Responses Not Allowed Responses

3 From paragraph 1, select and write down two of the writer’s opinions. You may use the
words of the text or your own words.

Opinion 1: Chocolate is a 1
delicious food (made from the
cocoa tree’s beans)

Opinion 2: (although) white 1

chocolate has the best taste (of White chocolate is better
all) / tastes better than milk or than others
dark chocolate

Question Answer Marks Allowed Responses Not Allowed Responses

4(a) Aoife can’t read. How does she feel about the ‘printed word’?

It was dangerous / not to be 1 Lift of ‘the printed Dislikes / hates etc.

trusted word was dangerous
and not to be trusted’
=1

It was harmful

Answers which reflect

her response to
danger / lack of trust,
e.g. she was scared /
suspicious / unsure

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4(b) If Aoife could read, how would she get to her apartment?

(by / she would take / use the) 1

elevator / lift

4(c) The letters would have shifted with ‘sickening suddenness’. Explain in your own words
what this means.

SICKENING: nauseating / it 1 Agonising / painful Disgusting / bad /

made her ill / revolting / ghastly / disturbing / annoying /
dreadful /horrible/ awful / terrible made her angry /
frightening / confusing /
unpleasant

SUDDENNESS: quickness / 1 out of the blue / right All the time / every minute
speed / immediacy / abruptness before her eyes / out / at any time / randomly /
/ instantly / instantaneously / at of nowhere / in the unexpectedly
once/ in a flash/ in a second / blink of an eye /
without warning

Additional information

This is an OWN WORDS question. Key words are SICKENING and SUDDENNESS (not
‘shifted’)

4(d) Explain how Aoife led a ‘double life’.

she pretended to be able to read 1 ‘dyslexic’ for She couldn’t read (alone)
(but couldn’t) // she didn’t tell / ‘difficulties reading /
let people know she couldn’t could not read’ Answers which don’t
read // people thought she could mention inability to /
read but (secretly) she couldn’t // Lift of line 6 ‘she could difficulty with reading, e.g.
by guarding the secret that she not truth’ she kept her condition
could not read secret
She made people
think she could read Nobody knew she
couldn’t read (no
pretence / secrecy)

Additional information

Idea of ‘double’, shown through pretence or secrecy, must be clear

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4(e) From which group of people in her life was Aoife most anxious to keep her secret?

her family 1 Lift of ‘certainly not her

family’

Any reference to friends

or colleagues

Additional information

Question Answer Marks Allowed Responses Not Allowed Responses

5(a) In Aoife’s opinion, which was the most ‘implausible’ excuse she used ‘to cover up her
problem’?

her eyes were tired 1 Any reference to being

short sighted or forgetting
her glasses

Additional information

5(b) When she was in a restaurant, Aoife never shut a menu ‘too fast’. What impression was
she trying to create?

that she was (still) reading / had 1 She understood / that she wanted her
read the menu / it // that she knew what was in the companion to order
could read the menu / it menu / it
that she could read
Accept answers which (alone)
suggest she was in
the process of reading She didn’t like the food
/ choosing / deciding

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5(c) Explain in your own words how Aoife was able to recognise people who would help her.

CUNNING: craftiness / slyness 1 Skill / resourcefulness /

/deviousness / artfulness / ingenuity / care /
wiliness/ duplicity /guile smartness / cleverness /
intelligence

NECESSITY: need / lack of 1 Importance

choice / lack of option/ no
alternative/ a must

OR

HAPPY: pleased / delighted / 1 Answers which recast

thrilled / content / joyful / gleeful / ‘only too happy’, e.g.
excited / eager / enthusiastic // smug / (self) satisfied /
(they) loved complacent / superior
/ proud / jumped at the
chance / more than
willing

SHOW OFF: flaunt / display / 1 Verbal ideas, e.g. boast /

demonstrate / present / draw brag / prove
attention (to) / make an
impression / let people know

Additional information

This is an OWN WORDS question. Marks can be scored by recasting EITHER

(i) CUNNING and NECESSITY OR

(ii) HAPPY and SHOW OFF

Only one of the above pairs is acceptable.

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5(d) Once Aoife had asked someone to read her a page of text, what two things did she do to
pretend that she had read it herself?

(i) she listened carefully // she 1 she concentrated

listened with (great)
concentration

(ii) she memorised / learnedj the 1 Lift of line 17 ‘she She could repeat it
page / it // she remembered (it opened up that flawlessly (alone)
so well she could repeat/ recall remembered’
every word)
Allow run on into
‘things flawlessly’

Additional information

Question Answer Marks Allowed Responses Not Allowed Responses

6 Aoife thought that Evelyn Nemetov was standing on the pavement ‘as if she were just
another member of the human race.’ What does this suggest about Aoife’s attitude to
Evelyn?

she admired / looked up to her // 1 She thought highly of Respects / likes her
(she thought) she was wonderful her // she was a role
/ extraordinary/ special // she model // she made a She was amazed to see
idolised / worshipped / adored big deal of her // (she her // couldn’t believe she
(her) thought she was) was seeing her
superior to / more
important than / better (she thought) she was
than (all) other people famous / a celebrity /
important (alone)

Question Answer Marks Allowed Responses Not Allowed Responses

7(a) It ‘was difficult for Aoife to draw breath into her lungs’. Pick out and write down the two
word phrase used later in the paragraph which conveys a similar idea.

Suffocating panic 1 The use of the correct One word

words in a phrase or
sentence provided More than two words
that they are
underlined or
otherwise highlighted.

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7(b) The letters in the contract looked to Aoife like ‘lines of ants crawling over the page’. Give
two ways in which this is an effective comparison.

(i) the printed word is black // 1 (printed) words / text / Specific colours other
ants are black // they are black letters as than black
interchangeable
‘same colour’ for
‘black’

(ii) the text was moving (around) 1 ‘(clustered and) Clustered / gathered
// ants / move (around) // they rearranged (alone) / moving in a
move (around) (themselves)’ for (straight) line
‘moved’ // scattered

(iii) the letters are small // ants ‘same size’ for ‘small’
are small // they are small

Additional information

Any 2 of 3 for 1 mark each. Look for any two of colour / movement / size.

7(c) The writer says the letters on the page were ‘like grasses swaying in the wind.’ Explain
how the letters appeared to Aoife at that moment.

(They were) waving / oscillating 1 moving from left to wafting / swaying /

// moving from side to side / to right moving around /
and fro / back and forth undulating / bending

Block lift of lines 31–32

‘the letters«left to right’

(long vertical) columns // vertical 1 (They were) one Block lift of lines 32–33
lines // (lines) going from top to above the other / on ‘they gradually
bottom // (they were) long / tall top of each other // regrouped«to bottom’
piled / stacked

Additional information

Look for idea of (i) movement and (ii) shape.

Correct answers will focus on either the grasses or letters.

Question Answer Marks Allowed Responses Not Allowed Responses

8(a) Aoife lifted the contract as if it ‘radiated toxic material’. What does she do which shows
this feeling?

Aoife / She lifted / held the 1 Run on into ‘she wasn’t

contract / it with (only) the tips of aware of the moment in
her fingers which she made the
decision’

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8(b) What does the writer suggest about Aoife’s plans by ending the passage with a single
word ‘Somehow’ (line 47)?

she won’t deal with the folder / it 1 Dealing with it would Any suggestion that there
/ the problem // be impossible will be a happy outcome

she doesn’t know how to solve She will continue to Optimistic additions such
the problem // cover it up / keep on as She will learn to read /
covering it up she will get someone to
she doesn’t know what to do // help her
she’s / her plans were She will keep hiding /
undecided / uncertain // covering up her She will deal with it
dyslexia eventually
she doesn’t have a plan
She will try to do it
Dealing with it will be
difficult

Additional information

Look for a negative response suggesting that she will not deal with it /solve the problem.

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9 Choose five of the following words or phrases. For each of them give one word or short
phrase (of not more than seven words) which has the same meaning that the word or
phrase has in the passage.

1 brimming(L8) 1 mark full / overflowing / Swamped / flooded /

For each bursting / filling (up) engulfed / overwhelmed
correct
meaning
(max 5)

2 eccentric(L17) odd / unusual / misfit/ Stupid/ foolish / different

scatty/ zany /mad /
daft/ ridiculous / out of
the ordinary /
extraordinary /
abnormal / weird /
strange / crazy / funny
/ queer / quirky /
peculiar

3 flawlessly(L19) perfectly / error-free Clearly / smoothly

/faultlessly/
impeccably /
immaculately / without
a mistake/ without
difficulty / without any
problem / without any
issue

4 struck up (L23) began/ started / Talked to each other /

commenced / initiated engaged in / created /
/ got into came up with

5 string (L28) succession / one after Range / assortment /

the other / series/ line/ group / list / column /
run/ row / chain / stream
strand / thread

6 crammed (L29) Packed / jammed/ Jumbled / squashed /

rammed /full / stuffed / squeezed / clustered /
chock–a-block / overflowing
choked / swamped /
crowded / congested

7 weighing up (L35–36) assessing / judging Looking at / listing /

/estimating / deciding / thinking about /
measuring/ contemplating / pondering
calculating/ gauging /
evaluating/
considering / rating /
comparing / balancing
/ checking / sizing up

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8 badly (L41) Much / greatly / Excessively / too much /

mightily / utterly / wrongly / eagerly / mostly
fiercely / dearly /
heartily / terribly /
intensely/
immeasurably / a
great deal /
desperately / more
than anything /
passionately / a lot
/wholeheartedly /
keenly / longingly

Additional information

If candidate attempts more than 5 words / phrases, (rubric) mark the first 5 only.

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 Cambridge Assessment International Education
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2017
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2017 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.

® IGCSE is a registered trademark.

This document consists of 17 printed pages.

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Question Answer Marks Allowed Responses Not Allowed Responses

1(a) Identify and write down how fishing has been carried out through the ages, and the
reasons for the decline in fish stocks, and the consequences of this decline, as outlined
in the passage.

1 Killing fish with spears 1 mark ‘Fishes’ for ‘fish’

common in ancient times for throughout and in
(given) each Q1(b)
correct
point
up to a
max. of
15

2 (Fishermen) struck (surface Struck surface of sea

of) sea to make / encourage and fish jumped into
(frightened) fish to jump into nets
nets

3 Fly fishing // artificial bait in

bright colours (to attract fish
to bite)

4 (Using) hook suspended Lift of lines 15–17 ‘fish,

on / attached to a line // line attracted«on the line’
fishing

5 Toxic plants used to induce

torpor in (river) fish (to
make fish easy to catch)

6 (Use of) gill-nets

(suspended straight down
into the water)

7 Trawling // pulling a net ‘drifting’ for ‘trawling’

behind the boat (which
hauls in fish as the boat Lift of line 21
moves) ‘somewhat similar to
gill-nets is trawling’ =
pt 7 only

8 Fish processing
vessels/ships/boats //
vessels/ships/boats get fish
ready for sale / market
before boats land / dock //
vessels/ships/boats catch,
clean, fillet, sort and freeze
fish before boats land / dock

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1(a) 9 (Invention of) nets made of ‘nylon’ for ‘synthetic’

synthetic fibre (used
because cheaper / longer-
lasting / require less
maintenance)

10 Fish-farming // breeding and

raising fish (commercially)
in tanks / enclosures

11 In modern times, people

assume that supply of fish
in the world’s rivers and
oceans is limitless (given)

12 Over-fishing (because there

were no rules/laws) //
(supplies of) certain / some
fish died out because there
were no rules about fishing
(them)

13 Some countries did not

confine their fishing to their
(own) shores // some
countries fished off the
shores of other countries

14 Fishermen do not know the Size of fish stocks is Fishermen don’t know the
size of available (fish) not known to fish stocks available
stock(s) fishermen

15 Defined fishing seasons // Defined seasons for Lift of or own words

allocated fishing seasons (individual groups of) version of lines 44–45 ‘
fishermen fishermen are forced«no
choice’ (alone)

16 (Introduction of) fishing

quotas // fishermen are
limited as to number of fish
they can take / catch

17 Authorities / governments Laws (are passed) There should be laws

(can) pass / there are laws about fishing nets about nets
about (fishing) nets
(fishermen are permitted to
use) // Authorities /
governments (can) pass /
there are laws about
increased / larger mesh size
/ nets which enable / allow
smaller fish to escape

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1(a) 18 (Attempts are made to) ‘sensitise’ for

educate fishermen about ‘educate’
dwindling resources

19 Struggle for (dwindling) Struggle for fish / (Global) struggle results

resources (sometimes) struggle to fish / in violence
results in violence struggle for them Any part of lines 52–54 ‘ it
Lift of lines 51–2 has been
‘(global) struggle for known«vessels’ (alone)
them results in
violence’

20 Pirate fishermen // ‘private’ for ‘pirate’

fishermen / pirates fish
without licences / ignore
laws designed to preserve
fish stocks / fishing laws

Additional information

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1(b) Now use your notes to write a summary in which you explain how fishing has been
carried out through the ages, and the reasons for the decline in fish stocks, and the
consequences of this decline, as outlined in the passage.

Candidates have now fleshed out their notes into a piece of formal, continuous prose.

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE OF ENGLISH.
The table which follows on later page provides descriptors of the mark levels assigned to these TWO
categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the category of OWN
WORDS. Then arrive at the mark level for USE OF ENGLISH.

Under OWN WORDS, key pointers are: sustained, noticeable, recognisable but limited, wholesale
copying and complete transcript. The difference between wholesale copying and complete transcript
is that, whereas in wholesale copying there is nothing / little that is original, the copying has been
selective and directed at the question, but with a complete transcript the candidate has started copying
and continued writing with little sense of a link to the question. Complete transcripts are rare.

Under USE OF ENGLISH, take into consideration the accuracy of the writing, and the ability to use
original complex sentence structures.

Write marks for OWN WORDS and USE OF ENGLISH separately in a text box (found in the marking
palette) beneath the question. Add the marks for OWN WORDS and USE OF ENGLISH together and
divide by two. Raise any half marks to the nearest whole number e.g. OW 3, UE 2, giving 3 to be
entered in Scoris marks column.

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SERIOUS ERRORS

Wrong verb forms.

Serious tense errors.
Serious errors of sentence structure, especially in setting up subordination.
Omission or obvious misuse of prepositions.
Wholesale misunderstanding over the meanings of words used.
Serious errors of agreement.
Using a comma to replace the necessary full stop.
Mis-spellings of simple, basic words, e.g. were / where // to / too / two // their/ there.
Breakdown of sense.
Serious omissions, or serious intrusions e.g. of definite article. Ignore what are clearly slips.

Irrelevance: Put IR in the margin to indicate a stretch / section of irrelevance. This may be a gloss or an
example or elements of the text which do not address the question. Such scripts may be described as OW
recognizable but limited by irrelevance. (See OW Box 3)

Wrong or invented material: Put a cross in the margin to indicate a stretch / section of wrong or invented
material.

Short answers

While examiners are not asked to count words, candidates have been asked to write 150 words. There is no
penalty for long answers but, if a script is OBVIOUSLY short, please count the words, mark as normal (i.e.
arrive at mark under OW and UE, then add together and halve) and award marks to the following maxima:
66–80 = 4 marks max for style
51–65 = 3 marks max for style
36–50 = 2 marks max for style
21–35 = 1 mark max for style
0–20 = 0 marks for style. No assessment of OW and UE is necessary.

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Question Answer Marks Allowed Responses Not Allowed Responses

SUMMARY STYLE DESCRIPTORS

Mark Own Words Mark Use of English

5 • Candidates make a sustained 5 • Apart from very occasional slips, the

attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips
• Allow phrases from the text which or minor errors. There is a marked
are difficult to substitute. ability to use original complex
syntax outside text structures.
• Punctuation is accurate and helpful
to the reader.
4 • There is a noticeable attempt to re- 4 • The language is almost always
phrase the text. accurate. Serious errors will be
• The summary is free from stretches isolated.
of concentrated lifting. • Sentences show some variation,
including original complex syntax.
• Punctuation is accurate and
generally helpful.
3 • There are recognisable but limited 3 • The language is largely accurate.
attempts to re-phrase the text detail. • Simple structures tend to dominate
Attempt may be limited by and serious errors are not
irrelevance or by oblique or frequent, although they are
mangled relevance. noticeable.
• Groups of text expression are • Where sentences show some variety
interlaced with own words. and complexity, they will generally
• The expression may not always be be lifted from the text.
secure, but the attempt to substitute • Serious errors may occur when more
the text will gain credit. sophisticated structures are
attempted.
• Punctuation is generally accurate.
2 • Wholesale copying of large areas 2 • Meaning is not in doubt but serious
of the text, but not a complete errors are becoming more
transcript, frequent. [8+ errors as a guide, but
• Attempts to substitute own language balance against sentence structure
will be limited to single word is also necessary]
expression. • Some simple structures will be
• Irrelevant sections of the text will be accurate, although this accuracy is
more frequent at this level and not sustained for long.
below. • Simple punctuation will usually be
correct.
1 • Pretty well a complete transcript of 1 • Heavy frequency of serious
the text expression. errors, sometimes impeding
• There will also be random reading.
transcription of irrelevant sections of • Fractured syntax is much more
the text. pronounced at this level.
0 • Complete transcript 0 • Heavy frequency of serious errors
throughout.
• Fractured syntax

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Question Answer Marks Allowed Responses Not Allowed Responses

2 Read paragraph 1 and decide whether each of the following statements is true, false, or
not stated in the passage, and tick the box you have chosen.

The first fishermen may have 1

lived more than 40 000 years
ago: TRUE

Around 40 000 years ago, 1 Either NS or F but not

people ate only fish: NOT both.
STATED // FALSE

Fishing was important in all 1

early permanent settlements:
FALSE

Question Answer Marks Allowed Responses Not Allowed Responses

3 Select and write down two of the writer’s opinions, one from Paragraph 2 and one from
Paragraph 3. You may use the words of the text or your own words.

Opinion from Paragraph 2: This 1 Addition of ‘ a Greek Hunting for swordfish

account is fascinating (even historian harpoons’ using harpoons is
today) Excess denies fascinating
including beginning at
‘Evidence exists etc.’

Opinion from Paragraph 3: Line 1 A correct opinion against

fishing is a really cruel method the wrong paragraph
(by which a fish, on the line)

Question Answer Marks Allowed Responses Not Allowed Responses

4(a) Why was Michael’s decision to walk home a ‘mad’ one?

it was (very / so) hot // the heat 1 Lift of line 1 ‘ Any reference to roads
Michael day’ choked/ buses stranded
Excess denies
Weather was sunny
It was a heatwave

He couldn’t bear the

heat

He was hot

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4(b) Michael decided to walk home. How do you think he normally went home?

(on the / by) bus 1 Any other additional form

of transport

The buses were stranded

/ stuck in traffic

Additional information

4(c) What effect does the word ‘toil’ have that would not be achieved by, for example, the
word ‘walk’?

effort / difficulty / hard work / 1 Uncomfortable / tired /

struggle / labour / force / slowly / not easy / it was
endurance / striving / dragging hot / work (alone) / it was
himself a long way

4(d) Which one aspect of his job did Michael dislike most?

Rushing / hurrying / dashing 1 Getting out quickly in Any reference to marking

(out) in the morning // rushing / the morning / teaching classes
hurrying / dashing to school
Lift of lines 6–7 ‘ no more
rushing out in the
morning’

Rushing (alone)

Being late

Getting ready quickly in

the morning

Additional information

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Question Answer Marks Allowed Responses Not Allowed Responses

4(e) In which one way did Michael’s relief show itself ‘physically’?

Dizziness // he was dizzy / 1 Lift of line 9 ‘he had a Lift of ‘he felt happy, he
lightheaded / faint dizzy sensation in his felt unburdened, and he
head’ had a dizzy sensation in
his head

Any reference to happy or

feeling unburdened

Additional information

Question Answer Marks Allowed Responses Not Allowed Responses

5 What two things does Michael remember about the park in previous summers?

(i) (different shades of / 1 Lift of lines 12–13 ‘he Lift of ‘the park was no
undulating) green / recalled the park as a longer the undulating
greenness / green grass space of different green he had always
shades of green’ =1 loved’ (alone)

Green trees Lift of ‘The grass was a

scorched brown’ (alone)

Green plants

(ii) the beautiful flowerbeds / 1 Splendid / lovely / Lift of ‘And now the
the flowerbeds full (of gorgeous etc. for normally beautiful
flowers) beautiful flowerbeds were empty
Flowers for flower and arid’
beds

Additional information

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Question Answer Marks Allowed Responses Not Allowed Responses

6(a) Why do you think Michael ‘switched his bulging briefcase to the other hand’?

it was heavy 1 He wanted to rest his It was bulging

hand/ arm / shoulder
// his hand /arm / He was in pain / tired
shoulder was sore / (alone)
painful / tired
He / his hand was
Because of the weight sweating

He was tired holding it (in

his hand)

Additional information

Look for idea of ‘weight’ or ‘pain’, not ‘heat’

6(b) Explain exactly why Michael’s neighbours were out on the street.

to fill containers (with water) 1 Lift of lines 17–18 ’there

from the standpipe // to get was a queue at the water
water from the standpipe standpipe’

Additional information

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Question Answer Marks Allowed Responses Not Allowed Responses

6(c) Several neighbours ‘meandered listlessly’ across the pavement. Explain in your own
words what this tells us about their behaviour.

MEANDERED: 1 Walked aimlessly // Sauntered / strolled /

walked without pottered / turned / twisted
wandered/ drifted/ rambled/ purpose / curved / curled
ambled/ zigzagged / snaked/ /straggled // walked slowly
wound/ wove /weaved / roamed/ Not walking in a / in a disorderly way / with
ranged/ strayed straight line difficulty / carelessly

Walked from left to Not standing in a straight

right / walking back line
and forth

LISTLESSLY: 1 Disinterestedly /
uninterestedly/ bored /
Wearily / without energy / thoughtlessly / carelessly
apathetically / languidly / / uncomfortably / dully /
lethargically / sluggishly/ lazily / weakly
unenthusiastically / tiredly /
exhaustedly / lifelessly /
languorously / indolently /
without spirit

Additional information

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Question Answer Marks Allowed Responses Not Allowed Responses

7(a) Which two things did Michael like most about his house?

(i) he and his wife (had) 1 ‘they’ for ‘he and his ‘he’ for ‘he and his wife’
bought it with their own wife’
money
Addition ‘along with a
large bank loan’

Lift of lines 21–23 ‘He

loved his
house ceased to
amaze him’ Excess
denies

(ii) it contained the two people Lift of lines 23–25 ‘joy Run-on into ‘he unlocked
most precious to him (in the surged precious to the door’ etc.
world) // it contained his him in the world’
wife and son // his wife and It contained two of the
son lived there Most important / most people most precious to
loved etc. for ‘most him // it contained (his)
precious’ two precious people

His wife and son (alone)

Additional information

7(b) Michael ‘picked his way through the flotsam of bricks, miniature cars and pieces of
jigsaw puzzles’. Pick out and write down the single word used later in the paragraph
which continues the idea of ‘flotsam’.

debris 1 The use of the correct More than one word

word in a phrase or
sentence provided
that it is underlined or
otherwise highlighted,
e.g. the word is debris

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Question Answer Marks Allowed Responses Not Allowed Responses

8(a) Pick out and write down the three word phrase used in the paragraph which shows that
Michael was surprised his wife liked spending time in the attic.

of all people 1 The use of the correct More than three words
words in a phrase or
sentence provided
that they are
underlined or
otherwise highlighted,
e.g. The phrase is of
all people OR

Never had he
anticipated it being
commandeered by his
wife of all people.

8(b) ’Now the attic was not how he had envisaged it at all’. Explain the contrast between what
Michael wanted the attic to contain and what in fact it did contain. Do not copy directly
from the passage.

he wanted it to contain toys / 1 train set / building Verbatim lift of lines 35–
games // he wanted it to contain bricks / shells / leaves 36 ‘instead of a train
things that children / his son set«shelves of books’
love / want
Verbatim lift of lines 36–
37 ‘there were no
collections«notebooks
and folders’

but it contained study materials / 1 Paper(s) / book(s)

things notebook(s) / folder(s)
/ desk

Additional information

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Question Answer Marks Allowed Responses Not Allowed Responses

9(a) Michael’s wife had not told him she had enrolled for the college course. What two other
pieces of evidence in the paragraph suggest that ‘communication with her these days
was almost impossible’?

(i) there was a (new) look of 1 She was antagonistic Lift or own words version
hostility in her eyes / hostile of lines 38–40 ‘ Michael
had been thinking«their
marriage’

(ii) she didn’t turn round / look 1 She didn’t acknowledge

at him when she spoke / him // she ignored him
when he came in // she kept
on working /didn’t stop Lift of lines 44–45 ‘Oh
working when she spoke / Michael she said without
when he came in turning round’

Additional information

9(b) Why did Michael’s wife gradually appear ‘from the feet up’?

he was climbing / going up the 1 Lift of lines 42–43 he was on the ladder and
ladder // he was climbing into ‘Michael climbed the she was in the attic
the attic // he was climbing ladder into the attic’
towards her she was above him

Additional information

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Question Answer Marks Allowed Responses Not Allowed Responses

10 Choose five of the following words or phrases. For each of them give one word or short
phrase (of not more than seven words) which has the same meaning that the word or
phrase has in the passage.

1 exude (L4) 1 mark emit / ooze / seep out Exhale / sweat /

For / give off / give out / evaporate / leach / bleed /
each let out / release / push out / expel / produce
correct emanate / discharge / / come out
mean- send out / issue /
ing secrete / radiate
(max 5)

2 labyrinth (L4) maze / network / Complication / confusion /

warren/web/ jungle / muddle / tangle / tunnel /
complicated difficult path / a place with
arrangement / lots of routes
complicated path /
complicated place /
confusing path /
confusing place

3 unburdened (L8) lightened/ light(er)/ Relaxed / at ease /

(set) free(d) / peaceful / not trapped
liberated/ untroubled /
unencumbered /
unhampered /not
oppressed / a weight
removed / relieved /
unshackled /
unfettered / unloaded
// without stress /
worry / anxiety /
responsibilities /
pressure / problems

4 fringed (L10) bordered/ bound / Covered / sheltered /

skirted/ rimmed / lined / next to
edged/ were around /
hugged / verged /
flanked / encircled /
surrounded / on the
periphery

5 bead (line16) drop / droplet / spot / Trickle / blob / speck / dot

globule / bubble / ball / bit / circle / particle
/ pearl / globe /

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Question Answer Marks Allowed Responses Not Allowed Responses

10 6 involuntarily(L24) spontaneously / Unwillingly / reluctantly /

instinctively / without wanting to /
automatically / without permission /
subconsciously/ as a unexpectedly/ without
reflex/ uncontrollably purpose / without
meaning to /
unintentionally / without
planning / unconsciously

7 picked his way (L25–26) navigated / walked moved/ trod/

manoeuvred / stepped (alone)
engineered himself
/negotiated /weaved //
walked cautiously /
carefully / delicately /
with difficulty // chose
his path // walked
through / round
obstacles
(for walked accept
moved/ trod/ stepped)

8 refuge(L33) retreat / sanctuary/ Place to stay / place to

safety/ shelter hide
/protection / asylum /
security / escape /
haven / place to relax
/ place to chill / place
of peace / place of
comfort / calm / quiet

Additional information

© UCLES 2017 Page 17 of 17

 Cambridge Assessment International Education
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/11

Paper 1 Writing May/June 2018
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

IGCSE™ is a registered trademark.

This document consists of 14 printed pages.

© UCLES 2018 [Turn over

1123/11 Cambridge O Level – Mark Scheme May/June 2018
PUBLISHED

Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

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Question Answer Marks

The assessment objectives for Sections 1 and 2 are:

Assessment Objectives for Writing (AO1)

W1 Articulate experience and express what is thought, felt and imagined

W2 Sequence facts, ideas and opinions
W3 Use a range of appropriate vocabulary
W4 Use register appropriate to audience and context
W5 Make accurate use of spelling, punctuation and grammar

Assessment Objectives for Reading (AO2)

R1 Demonstrate understanding of explicit meanings

R2 Demonstrate understanding of implicit meanings and attitudes

Detailed Marking Instructions for Section 1: Directed Writing

Candidates are expected to:

1 write a report which communicates information clearly, accurately and economically;
2 write between 200 and 300 words;
3 carry out the instructions as detailed on the question paper regarding the particular information
required.

Candidates will be awarded up to 15 marks for following the task instructions and up to 15 marks for
the language used.

Total marks for Section 1: 30.

In order to fulfil these assessment objectives in Section 1, a ‘best fit’ principle is applied using the
Task Fulfilment and Language band descriptors.

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Question Answer Marks

Section 1

1 Many new students join your school every year. Your Principal wants 30
to make starting at the school as easy as possible for these new
students and she asks you to write a report for her about how to do
this.

Write your report. You must include the following:

• some of the difficulties that you and other students had when you
joined the school
• suggestions about what the school can do to help new students
• how the students and the school will benefit.

Cover all three points above in detail. You should make your report
polite and informative. Start your report ‘To the Principal,’ and
remember to supply a signature and date.

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Question Answer Marks

Task Fulfilment 15 marks

• Very good understanding of purpose.
• Clear awareness of the specified situation and audience.
• Text type entirely appropriate.
• All required points developed in detail, fully amplified and well
Band 5 13–15
organised.
• Given information well used to justify personal opinion and
interpretation.
• Tone and register entirely appropriate.
• Good understanding of purpose.
• An awareness of the specified situation and audience.
• Text type appropriate.
Band 4 10–12
• All required points addressed but not always developed in detail.
• Given information organised to support personal opinion.
• Tone and register appropriate.
• Some understanding of purpose; may lack some focus.
• Some awareness of the specified situation and audience.
• Text type generally appropriate.
Band 3 7–9 • At least two required points addressed (and both are partially/fully
developed).
• Given information may not be logically used to support opinion.
• Tone usually appropriate, although there may be slips of register.
• Only partial understanding of purpose.
• Some confusion as to the specified situation and audience.
• Text type may be inappropriate.
Band 2 4–6 • At least one of the required points addressed (partially/fully
developed).
• Given information may be used irrelevantly.
• Tone may be uneven.
• Misunderstanding of purpose.
• Confusion as to the specified situation and audience.
• Little evidence of a specific text type.
Band 1 1–3
• None of the required points addressed.
• Given information misunderstood or irrelevant.
• Tone may be inappropriate.
Band 0 0 • Insufficient to meet the criteria for Band 1.

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Question Answer Marks

Language 15 marks
Highly accurate writing, apart from very occasional slips.
• Sentence structures varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently
used.
Band 8 14–15
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate, apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of planning.
Accurate writing; occasional errors are either slips or caused by
ambition.
• Sentence structures show some variation to create some natural
fluency.
• Occasional slips in verb forms or tense formation, but sequence
consistent and clear throughout.
Band 7 12–13
• Vocabulary precise enough to convey intended shades of
meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are linked, and show some evidence of
planning.
Mostly accurate writing; errors from ambition do not mar clarity of
communication.
• Some variety of sentence structures, but a tendency to repeat
sentence types may produce a monotonous effect.
• Errors may occur in irregular verb forms, but control of tense
sequence sufficient to sustain clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more
Band 6 10–11
ambitious words.
• Punctuation generally accurate and sentence separation
correctly marked, but errors may occur, e.g.with direct speech.
• Spelling of simple vocabulary accurate; some errors in more
ambitious words.
• Paragraphs may show some unity, although links may be absent or
inappropriate.

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Question Answer Marks

Writing is sufficiently accurate to communicate meaning, with

patches of clear, accurate language.
• Some variety of sentence length and structure, not always for
particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty
in sequence of events or disturb ease of communication.
Band 5 8–9 • Vocabulary usually adequate to convey intended meaning; idiom
may be uncertain.
• Punctuation used but not always helpful; occasional sentence
separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult
words.
• Paragraphs used but may lack unity or coherence.
Overall meaning never in doubt, but errors sufficiently frequent and
serious to hamper precision and distract reader from content.
• Some simple sentence structures accurate, but unlikely to sustain
accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence
of events.
Band 4 6–7 • Vocabulary limited, either too simple or imperfectly understood;
some idiomatic errors likely.
• Simple punctuation usually accurate, but there may be frequent
sentence separation errors.
• Spelling of simple vocabulary accurate; frequent errors in more
difficult words.
• Paragraphs used haphazardly.
The writing has many serious errors of various kinds of ‘single-
word’ type (i.e. they could be corrected without re-writing the
sentence); communication established, although weight of error may
cause some 'blurring'.
• Sentences probably simple and repetitive in structure.
Band 3 4–5 • Frequent errors in verb forms and haphazard changes of tense
confuse meaning.
• Vocabulary conveys meaning but likely to be simple and
imprecise; significant idiomatic errors.
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.
Sense usually decipherable but some errors will be multiple (i.e.
requiring the reader to re-read and re-organise); meaning may
Band 2 2–3 bepartly hidden by density of linguistic error.
• Unlikely to be more than a few accurate sentences, however
simple, in the whole essay.

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Question Answer Marks

Scripts almost entirely or entirely impossible to recognise as pieces

of English writing ; whole sections make no sense at all.
Band 1 1
• Where occasional patches of relative clarity are evident, 1 mark
should be given.
Band 0 0 • Insufficient to meet the criteria for Band 1.

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Question Answer Marks

Section 2

Detailed Marking Instructions for Section 2: Composition

The ‘best fit’ principle is applied, as in the following table. Please note, the primary emphasis is on
the quality of Language; descriptors for appropriateness and content are then used to adjust the
mark.

Total marks for Section 2: 30

Candidates are advised to write between 350 and 500 words.

Question Answer Marks

2 Describe the most helpful person and also the most unhelpful person
you know. (Remember you are describing their appearance and
character, as well as their behaviour.)

Question Answer Marks

3 Would you prefer to live in the centre of a busy city or in a quiet

neighbourhood? Give reasons and examples to support your view.

Question Answer Marks

4 What are the arguments for and against space travel to other planets?
Give reasons and examples to support your view.

Question Answer Marks

5 Write a story which includes the words: ‘When they did not agree with
her solution, she felt angry’.

Question Answer Marks

6 Write a story in which two people unexpectedly agreed to help each

other.

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Question Answer Marks

Quality of Language and Appropriateness and Content 30 marks

Highly accurate writing, apart from very occasional slips; highly
appropriate to chosen task type.

Quality of Language
• Sentence structures varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently
used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate apart from very occasional slips.
Band 8 27–30
• Paragraphs have unity, are linked, and show evidence of planning.

Appropriateness and Content

• Consistently relevant. Interest aroused and sustained.
• Tone and register entirely appropriate.
• Descriptions have well-developed images helping to create complex
atmospheres.
• Arguments are well developed, logical, even complex.
• Narratives are complex, sophisticated, possibly tense, and may
contain devices such as flashbacks.
Accurate writing: occasional errors are either slips or caused by
ambition; appropriate to chosen task type.

Quality of Language
• Sentence structures show some variation to create some natural
fluency.
• Occasional slips in verb forms or tense
• formation, but sequence consistent and clear throughout.
• Vocabulary precise enough to convey intended shades of
meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
Band 7 23–26
• Paragraphs have unity, are usually linked, and show some
evidence of planning.

Appropriateness and Content

• Relevant. Interest aroused and mostly sustained.
• Tone and register appropriate.
• Descriptions have interesting images and a range of detail, helping to
create effective atmospheres.
• Arguments have clearly defined, cohesive, logical stages in their
development.
• Narratives have effective detail creating character or setting, and may
contain some sense of climax.

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Question Answer Marks

Mostly accurate writing; errors from ambition do not mar clarity of

communication; mostly appropriate to chosen task type.

Quality of Language
• Some variety of sentence structures, but a tendency to repeat
sentence types may produce a monotonous effect.
• Errors may occur in irregular verb forms, but control of tense
sequence sufficient to sustain clear progression of events or
ideas.
• Simple vocabulary mainly correct; errors may occur with more
ambitious words.
• Punctuation generally accurate and sentence separation correctly
marked, but errors may occur, e.g. with direct speech.
Band 6 19–22 • Spelling of simple vocabulary accurate; some errors in more
ambitious words.
• Paragraphs may show some unity, although links may be absent or
inappropriate.

Appropriateness and Content

• Relevant. Some interest aroused, although there may be some lack
of originality and/or planning.
• Tone usually appropriate, although there may be slips of register.
• Descriptions have satisfactory images, ideas and details which help
to create atmosphere.
• Arguments make a series of relevant points, with some being
developed; linking of ideas may be insecure.
• Narratives are straightforward with proper sequencing of sentences.

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PUBLISHED

Question Answer Marks

Writing is sufficiently accurate to communicate meaning, with

patches of clear, accurate language; sufficiently accurate for chosen
task type.

Quality of Language
• Some variety of sentence length and structure, not always for
particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty
in sequence of events or disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom
may be uncertain.
• Punctuation used but not always helpful; occasional sentence
separation errors.
Band 5 15–18
• Spelling of simple vocabulary accurate; errors in more difficult
words.
• Paragraphs used but may lack unity or coherence.

Appropriateness and Content

• Attempt to address topic but there may be digressions or failures of
logic. May lack liveliness and interest.
• Tone may be uneven.
• Descriptions have some detail but may rely too much on narrative.
• Arguments have mainly relevant points but may be only partially
developed, with some repetition.
• Narratives are largely a series of events with only occasional details of
character and setting.

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Question Answer Marks

Overall meaning never in doubt, but errors sufficiently frequent and

serious to hamper precision and distract reader from content.

Quality of Language
• Some simple sentence structures accurate but unlikely to sustain
accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence of
events.
• Vocabulary limited, either too simple or imperfectly understood;
some idiomatic errors likely.
• Simple punctuation usually accurate, but there may be frequent
Band 4 11–14 sentence separation errors.
• Spelling of simple vocabulary accurate, frequent errors in more
difficult words.
• Paragraphs used haphazardly.

Appropriateness and Content

• Some relevance. Some interest.
• Tone may be inconsistent.
• Descriptions are relevant but lack scope or variety.
• Arguments make a few points but development is simple and not
always logical; some obvious repetition of ideas.
• Narratives are simple, everyday or immature.
The writing has many serious errors of various kinds of ‘single-
word’ type (i.e. they could be corrected without re-writing the
sentence); communication established, although weight of error may
cause some 'blurring'.

Quality of Language
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense
confuse meaning.
• Vocabulary conveys meaning but likely to be simple and
Band 3 7–10 imprecise; significant idiomatic errors.
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.

Appropriateness and Content

• A little relevance. A little interest.
• Some recognition of appropriate tone.
• In Descriptions the overall picture is unclear.
• In Arguments only a few points are discernible and the argument
progresses only here and there.
• Narratives are very simple and may narrate events indiscriminately.

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Question Answer Marks

Sense usually decipherable but some errors will be multiple (i.e.

requiring the reader to re-read and re-organise); meaning may be
partly hidden by density of linguistic error.

Quality of Language
• Unlikely to be more than a few accurate sentences, however simple,
in the whole essay.
Band 2 3–6 Appropriateness and Content
• Little relevance or interest.
• Tone may be inappropriate.
• In Descriptions the overall picture is very unclear.
• In Arguments only a very few points are discernible and the argument
barely progresses.
• Narratives are extremely simple and may narrate events
indiscriminately.
Scripts almost entirely or entirely impossible to recognise as pieces
of English writing; whole sections make no sense at all.

Quality of Language
• Where occasional patches of relative clarity are evident, 2 or 1
Band 1 1–2
mark(s) should be given.

Appropriateness and Content

• Arguments are rarely relevant and may well be disordered, as are
Descriptions and Narratives.
Band 0 0 • Insufficient to meet the criteria for Band 1.

© UCLES 2018 Page 14 of 14

 Cambridge Assessment International Education
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing May/June 2018
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

IGCSE™ is a registered trademark.

This document consists of 14 printed pages.

© UCLES 2018 [Turn over

1123/12 Cambridge O Level – Mark Scheme May/June 2018
PUBLISHED

Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

© UCLES 2018 Page 2 of 14

1123/12 Cambridge O Level – Mark Scheme May/June 2018
PUBLISHED

Question Answer Marks

The assessment objectives for Sections 1 and 2 are:

Assessment Objectives for Writing (AO1)

W1 Articulate experience and express what is thought, felt and imagined

W2 Sequence facts, ideas and opinions
W3 Use a range of appropriate vocabulary
W4 Use register appropriate to audience and context
W5 Make accurate use of spelling, punctuation and grammar

Assessment Objectives for Reading (AO2)

R1 Demonstrate understanding of explicit meanings

R2 Demonstrate understanding of implicit meanings and attitudes

Detailed Marking Instructions for Section 1: Directed Writing

Candidates are expected to:

1 write a report which communicates information clearly, accurately and economically;
2 write between 200 and 300 words;
3 carry out the instructions as detailed on the question paper regarding the particular information
required.

Candidates will be awarded up to 15 marks for following the task instructions and up to 15 marks
for the language used.

Total marks for Section 1: 30.

In order to fulfil these assessment objectives in Section 1, a ‘best fit’ principle is applied using the
Task Fulfilment and Language band descriptors.

© UCLES 2018 Page 3 of 14

1123/12 Cambridge O Level – Mark Scheme May/June 2018
PUBLISHED

Question Answer Marks

Section 1

1 Your school is very popular and the number of students is increasing.

This means that it is more difficult to buy snacks at break time. Your
Principal wants to make break time easier for everyone. She asks you
to write a report for her about how to do this.

Write your report. You must include the following:

• some of the difficulties that you and other students have at break
time
• suggestions about how the school can make break time easier
• how the students and the school will benefit.

Cover all three points above in detail. You should make your report
polite and informative. Start your report ‘To the Principal,’ and
remember to supply a signature and date.

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1123/12 Cambridge O Level – Mark Scheme May/June 2018
PUBLISHED

Question Answer Marks

Task Fulfilment 15 marks

• Very good understanding of purpose.
• Clear awareness of the specified situation and audience.
• Text type entirely appropriate.
• All required points developed in detail, fully amplified and well
Band 5 13–15
organised.
• Given information well used to justify personal opinion and
interpretation.
• Tone and register entirely appropriate.
• Good understanding of purpose.
• An awareness of the specified situation and audience.
• Text type appropriate.
Band 4 10–12
• All required points addressed but not always developed in detail.
• Given information organised to support personal opinion.
• Tone and register appropriate.
• Some understanding of purpose; may lack some focus.
• Some awareness of the specified situation and audience.
• Text type generally appropriate.
Band 3 7–9 • At least two required points addressed (and both are partially/fully
developed).
• Given information may not be logically used to support opinion.
• Tone usually appropriate, although there may be slips of register.
• Only partial understanding of purpose.
• Some confusion as to the specified situation and audience.
• Text type may be inappropriate.
Band 2 4–6 • At least one of the required points addressed (partially/fully
developed).
• Given information may be used irrelevantly.
• Tone may be uneven.
• Misunderstanding of purpose.
• Confusion as to the specified situation and audience.
• Little evidence of a specific text type.
Band 1 1–3
• None of the required points addressed.
• Given information misunderstood or irrelevant.
• Tone may be inappropriate.
Band 0 0 • Insufficient to meet the criteria for Band 1.

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Question Answer Marks

Language 15 marks
Highly accurate writing, apart from very occasional slips.
• Sentence structures varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently
used.
Band 8 14–15 • Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate, apart from very occasional slips.
• Paragraphs have unity, are linked, and show evidence of
planning.
Accurate writing; occasional errors are either slips or caused by
ambition.
• Sentence structures show some variation to create some natural
fluency.
• Occasional slips in verb forms or tense formation, but sequence
consistent and clear throughout.
Band 7 12–13
• Vocabulary precise enough to convey intended shades of
meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are linked, and show some evidence of
planning.
Mostly accurate writing; errors from ambition do not mar clarity of
communication.
• Some variety of sentence structures, but a tendency to repeat
sentence types may produce a monotonous effect.
• Errors may occur in irregular verb forms, but control of tense
sequence sufficient to sustain clear progression of events or ideas.
• Simple vocabulary mainly correct; errors may occur with more
Band 6 10–11
ambitious words.
• Punctuation generally accurate and sentence separation
correctly marked, but errors may occur, e.g. with direct speech.
• Spelling of simple vocabulary accurate; some errors in more
ambitious words.
• Paragraphs may show some unity, although links may be absent or
inappropriate.

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Question Answer Marks

Writing is sufficiently accurate to communicate meaning, with

patches of clear, accurate language.
• Some variety of sentence length and structure, not always for
particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty
in sequence of events or disturb ease of communication.
Band 5 8–9 • Vocabulary usually adequate to convey intended meaning; idiom
may be uncertain.
• Punctuation used but not always helpful; occasional sentence
separation errors.
• Spelling of simple vocabulary accurate; errors in more difficult
words.
• Paragraphs used but may lack unity or coherence.
Overall meaning never in doubt, but errors sufficiently frequent and
serious to hamper precision and distract reader from content.
• Some simple sentence structures accurate, but unlikely to sustain
accuracy for long.
• Errors in verb forms and tenses will sometimes confuse sequence
of events.
Band 4 6–7 • Vocabulary limited, either too simple or imperfectly understood;
some idiomatic errors likely.
• Simple punctuation usually accurate, but there may be frequent
sentence separation errors.
• Spelling of simple vocabulary accurate; frequent errors in more
difficult words.
• Paragraphs used haphazardly.
The writing has many serious errors of various kinds of ‘single-
word’ type (i.e. they could be corrected without re-writing the
sentence); communication established, although weight of error
may cause some 'blurring'.
• Sentences probably simple and repetitive in structure.
Band 3 4–5 • Frequent errors in verb forms and haphazard changes of tense
confuse meaning.
• Vocabulary conveys meaning but likely to be simple and
imprecise; significant idiomatic errors.
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.
Sense usually decipherable but some errors will be multiple (i.e.
requiring the reader to re-read and re-organise); meaning may
Band 2 2–3 bepartly hidden by density of linguistic error.
• Unlikely to be more than a few accurate sentences, however
simple, in the whole essay.

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Question Answer Marks

Scripts almost entirely or entirely impossible to recognise as pieces

of English writing ; whole sections make no sense at all.
Band 1 1
• Where occasional patches of relative clarity are evident, 1 mark
should be given.
Band 0 0 • Insufficient to meet the criteria for Band 1.

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Question Answer Marks

Section 2

Detailed Marking Instructions for Section 2: Composition

The ‘best fit’ principle is applied, as in the following table. Please note, the primary emphasis is on
the quality of Language; descriptors for appropriateness and content are then used to adjust the
mark.

Total marks for Section 2: 30

Candidates are advised to write between 350 and 500 words.

Question Answer Marks

2 Describe two different places where you would take a relative who is
visiting you. (Remember you are describing the atmosphere and the
surroundings, not just what you do there.)

Question Answer Marks

3 Do you think elderly people are important in the family and modern
society? Give reasons and examples to support your view.

Question Answer Marks

4 What are the arguments for and against students working at a part-
time job while they are still at school? Give reasons and examples to
support your view.

Question Answer Marks

5 Write a story which includes the words: ‘When they entered the room
we were impressed by what they were wearing.’

Question Answer Marks

6 Write a story about someone who lost all his possessions while he
was helping other people.

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Question Answer Marks

Quality of Language and Appropriateness and Content 30 marks

Highly accurate writing, apart from very occasional slips; highly
appropriate to chosen task type.

Quality of Language
• Sentence structures varied for particular effects.
• Verb forms largely correct and appropriate tenses consistently
used.
• Vocabulary wide and precise.
• Punctuation accurate and helpful.
• Spelling accurate apart from very occasional slips.
Band 8 27–30 • Paragraphs have unity, are linked, and show evidence of
planning.

Appropriateness and Content

• Consistently relevant. Interest aroused and sustained.
• Tone and register entirely appropriate.
• Descriptions have well-developed images helping to create complex
atmospheres.
• Arguments are well developed, logical, even complex.
• Narratives are complex, sophisticated, possibly tense, and may
contain devices such as flashbacks.
Accurate writing: occasional errors are either slips or caused by
ambition; appropriate to chosen task type.

Quality of Language
• Sentence structures show some variation to create some natural
fluency.
• Occasional slips in verb forms or tense
• formation, but sequence consistent and clear throughout.
• Vocabulary precise enough to convey intended shades of
meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
Band 7 23–26
• Paragraphs have unity, are usually linked, and show some
evidence of planning.

Appropriateness and Content

• Relevant. Interest aroused and mostly sustained.
• Tone and register appropriate.
• Descriptions have interesting images and a range of detail, helping
to create effective atmospheres.
• Arguments have clearly defined, cohesive, logical stages in their
development.
• Narratives have effective detail creating character or setting, and
may contain some sense of climax.

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Question Answer Marks

Mostly accurate writing; errors from ambition do not mar clarity of

communication; mostly appropriate to chosen task type.

Quality of Language
• Some variety of sentence structures, but a tendency to repeat
sentence types may produce a monotonous effect.
• Errors may occur in irregular verb forms, but control of tense
sequence sufficient to sustain clear progression of events or
ideas.
• Simple vocabulary mainly correct; errors may occur with more
ambitious words.
• Punctuation generally accurate and sentence separation
correctly marked, but errors may occur, e.g. with direct speech.
Band 6 19–22 • Spelling of simple vocabulary accurate; some errors in more
ambitious words.
• Paragraphs may show some unity, although links may be absent or
inappropriate.

Appropriateness and Content

• Relevant. Some interest aroused, although there may be some
lack of originality and/or planning.
• Tone usually appropriate, although there may be slips of register.
• Descriptions have satisfactory images, ideas and details which help
to create atmosphere.
• Arguments make a series of relevant points, with some being
developed; linking of ideas may be insecure.
• Narratives are straightforward with proper sequencing of sentences.

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Question Answer Marks

Writing is sufficiently accurate to communicate meaning, with

patches of clear, accurate language; sufficiently accurate for
chosen task type.

Quality of Language
• Some variety of sentence length and structure, not always for
particular purpose.
• Errors in verb forms and tense consistency may cause uncertainty
in sequence of events or disturb ease of communication.
• Vocabulary usually adequate to convey intended meaning; idiom
may be uncertain.
• Punctuation used but not always helpful; occasional sentence
separation errors.
Band 5 15–18
• Spelling of simple vocabulary accurate; errors in more difficult
words.
• Paragraphs used but may lack unity or coherence.

Appropriateness and Content

• Attempt to address topic but there may be digressions or failures
of logic. May lack liveliness and interest.
• Tone may be uneven.
• Descriptions have some detail but may rely too much on narrative.
• Arguments have mainly relevant points but may be only partially
developed, with some repetition.
• Narratives are largely a series of events with only occasional details
of character and setting.

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Question Answer Marks

Overall meaning never in doubt, but errors sufficiently frequent and

serious to hamper precision and distract reader from content.

Quality of Language
• Some simple sentence structures accurate but unlikely to sustain
accuracy for long.
• Errors in verb forms and tenses will sometimes confuse
sequence of events.
• Vocabulary limited, either too simple or imperfectly understood;
some idiomatic errors likely.
• Simple punctuation usually accurate, but there may be frequent
Band 4 11–14 sentence separation errors.
• Spelling of simple vocabulary accurate, frequent errors in more
difficult words.
• Paragraphs used haphazardly.

Appropriateness and Content

• Some relevance. Some interest.
• Tone may be inconsistent.
• Descriptions are relevant but lack scope or variety.
• Arguments make a few points but development is simple and not
always logical; some obvious repetition of ideas.
• Narratives are simple, everyday or immature.
The writing has many serious errors of various kinds of ‘single-
word’ type (i.e. they could be corrected without re-writing the
sentence); communication established, although weight of error
may cause some 'blurring'.

Quality of Language
• Sentences probably simple and repetitive in structure.
• Frequent errors in verb forms and haphazard changes of tense
confuse meaning.
• Vocabulary conveys meaning but likely to be simple and
Band 3 7–10 imprecise; significant idiomatic errors.
• Spelling may be inconsistent.
• Punctuation and paragraphing may be haphazard or non-existent.

Appropriateness and Content

• A little relevance. A little interest.
• Some recognition of appropriate tone.
• In Descriptions the overall picture is unclear.
• In Arguments onlya few points are discernible and the argument
progresses only here and there.
• Narratives are very simple and may narrate events indiscriminately.

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Question Answer Marks

Sense usually decipherable but some errors will be multiple (i.e.

requiring the reader to re-read and re-organise); meaning may be
partly hidden by density of linguistic error.

Quality of Language
• Unlikely to be more than a few accurate sentences, however
simple, in the whole essay.
Band 2 3–6 Appropriateness and Content
• Little relevance or interest.
• Tone may be inappropriate.
• In Descriptions the overall picture is very unclear.
• In Arguments only a very few points are discernible and the
argument barely progresses.
• Narratives are extremely simple and may narrate events
indiscriminately.
Scripts almost entirely or entirely impossible to recognise as pieces
of English writing; whole sections make no sense at all.

Quality of Language
• Where occasional patches of relative clarity are evident, 2 or 1
Band 1 1–2
mark(s) should be given.

Appropriateness and Content

• Arguments are rarely relevant and may well be disordered, as are
Descriptions and Narratives.
Band 0 0 • Insufficient to meet the criteria for Band 1.

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 Cambridge Assessment International Education
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading May/June 2018
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

IGCSE™ is a registered trademark.

This document consists of 15 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

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Not Allowed
Question Answer Marks
Responses

1(a) Content Points.

Passage 1

Elephants

Identify and write down the information in the passage which describes the
importance of elephants throughout history, and the reasons for the decline in the
elephant population today and what is being done to stop this decline.

Importance of elephants throughout history 1 mark

for
1 Given point: (Form of) transport each
correct
2 Working animals / work point Examples (alone), i.e.
up to a working animals in
max. of logging industry /
12 hauling wagons /
carrying trees

3 (Used in) warfare in ancient times Lift of lines 8–9 male

elephants « weaponry

4 (Used in) modern wars / warfare in modern Examples of terrain /

times bridges (alone)

5 (Featured in) religion(s) // (had) religious Examples of

significance / symbolism reincarnated chiefs /
leading processions,
etc. (alone)

6 (Said to) bring (good) luck Example of elephant’s

trunk (alone)

7 Ivory / tusks used to make (valuable works of) Ivory was a much
art / artistic / decorative / religious objects / sought after commodity
cutlery handles / piano keys

8 Keystone species // have (huge) impact for Lift or OW version of

good on the environment // have a good impact line 26 elephants dig «
on the environment animals

9 (Form of) entertainment / used in circuses /

displays

Reasons for the decline in the elephant

population today, and what is being done to stop
this decline

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Not Allowed
Question Answer Marks
Responses

1(a) 10 Given point: Losing their habitats (because of

the clearing of land for development projects)

11 Killed by farmers (who do not want to lose

agricultural/ grazing ground to national parks)

12 Poaching of ivory/ tusks // poaching / hunting /

killing (of elephants) for ivory/tusks

13 Classified / identified as threatened /

endangered (species)

14 Ivory trade banned (in some countries)

15 (Many) zoos/ circuses refuse to display / keep In Defense of Animals

them // (some) zoos are (publicly) criticised by (alone) for groups
groups / organisations / charities for their
treatment of elephants

16 Organisations / groups / charities raise funds for / World Wide Fund for
to equip anti-poaching patrols // Organisations / Nature (alone) for
groups / charities ensure conservation laws are organisations, etc.
enforced

17 (Elephant) refuges / orphanages (established)

Additional information

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Not Allowed
Question Answer Marks
Responses

1(b) Summary 10

Candidates have now fleshed out their notes into a

piece of formal, continuous prose.

Candidates are advised to write between 150–180

words including the 10 words given.

Marks are awarded for producing a piece of writing

which is relevant, well-organised and easy to
follow.

Summary – Task Fulfilment 10 marks

Band 5 9–10 Excellent understanding of the
task demonstrated in an
impressive response:

• All content included is

relevant, with no
unnecessary
details/repetitions
• Fluent and coherent
presentation of the points,
including possible
synthesising where
appropriate, and a wide
range of appropriate stylish
linking devices
Band 4 7–8 Good understanding of the task
demonstrated in a skilful
response:

• Almost all content included

is relevant, with only
occasional unnecessary
details/repetitions
• Generally fluent and
coherent presentation of the
points, with appropriate
linking devices

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Not Allowed
Question Answer Marks
Responses

1(b) Summary – Task Fulfilment 10 marks (continued)

Band 3 5–6 Acceptable understanding of the
task demonstrated in a
competent response:

• Some of the content

included is relevant, with
unnecessary details/
additions
• Satisfactory presentation of
the points with limited
fluency and coherence and
occasional misuse of linking
devices
Band 2 3–4 Insecure understanding of the
task demonstrated in a rather
faltering response:

• Content included is of
limited relevance, with
frequent unnecessary
details/repetitions
• Presentation of the points
breaks down, with little
coherence and lacking
linking devices
Band 1 1–2 Very little understanding of the
task demonstrated in an
incoherent response:

• Content included is of little

relevance, with noticeably
unnecessary
details/repetitions
• Little attempt to present the
points with no concept of
linking devices
Band 0 0 No understanding of the task
demonstrated in:

• A totally irrelevant response

• Insufficient material to
reward

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Question Answer Marks Not allowed

responses

Additional information

Short answers
Candidates have been asked to write 150–180 words. There is no penalty for long answers but if a
script is obviously short, please count the words, marks as normal (i.e. arrive at mark under relevance
and coherence) and award marks to the following maxima:
91–100 = 8 max
81–90 = 7 max
71–80 = 6 max
61–70 = 5 max
51–60 = 4 max
41–50 = 3 max
31–40 = 2 max
21–30 = 1 max
0–21 =0

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Question Answer Marks Not allowed

responses

2 Re-read paragraphs 1, 3 and 6. 3

Identify and write down one opinion from
each of these paragraphs.
[1 mark for each correct response]

• Opinion from paragraph 1

Elephants are magnificent creatures
• Opinion from paragraph 3
(because) the ivory of which elephants’ tusks
are made is (really) beautiful
• Opinion from paragraph 6
(keeping) elephants in captivity is (obviously)
cruel

Allow:
Own word version of opinions

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Section 2: Reading for Meaning

Question Answer Marks Not allowed

responses

3(a) From paragraph 1 1 She was carrying bags

/ groceries (alone)
Why was Emma ‘staggering’?
The bags / groceries
• she was carrying / had / (had) bought heavy were heavy (alone)
bags / heavy groceries
lift of lines 1–2
‘staggering under the
heavy bags of
groceries (she had just
bought)’

3(b) What was Emma’s ‘huge responsibility’? 1 Lift of lines 5–6

It was the first time they
• her parents had left her in charge of her had left their children
brother / James alone in the house
together
Allow
looking after her (younger) brother (and the house) She was the elder

lift of lines 3–4 Excess denies

(‘her parents had gone on holiday,) leaving her, (as
the elder,) in charge of her brother Parents left her alone
with her brother

3(c) What was the most unpleasant change Emma 1

found in the house when she came home?

• The muddy footprints (all over the floor) More than one change

Allow:
James / he (had) left muddy footprints (all over the
floor)

3(d) ‘Feeling justifiably aggrieved, Emma resolved to 2

tell James off when he came home.’ Explain in
your own words how Emma is feeling at this
point.

• Emma was cross /irritated/ angry / annoyed/ Frustrated / sad /

vexed / upset / aggravated / disgruntled / worried / agitated /
resentful / narked (with her brother) anxious
• (And felt) she was right to be (angry, etc.) / had
(good) reason to be (angry, etc.) / was
understandably (angry, etc.)

This is an own words question. Answers should capture the ideas of ‘JUSTIFIABLY’ and
‘AGGRIEVED’.

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Question Answer Marks Not allowed

responses

4(a) From paragraph 2 1

‘A cloud crossed her mind and gradually

became a storm of doubt.’

What does this tell you about Emma’s feelings

at this point?

• She was / became more / increasingly worried /

concerned / scared / suspicious / uncertain /
confused / (that there might be an intruder) //
she started to worry and then worried more
(that there might be an intruder)

Allow:
More / increasingly doubtful

Allow :
Addition of reasons for worry even if wrong, e.g.
James’s return

4(b) Why did their parents want James to leave the 1

house in the morning before Emma did?

• They didn’t want him to be at home alone / in Lift of lines 11–12

the house alone ‘Hadn’t James « at
home alone’

4(c) What decision did Emma make when the ‘full 1

force of her suspicion hit her’?

• (She decided) to look / check in (all) the other To look around the
rooms / to search the whole house house / to look in other
rooms / to make sure
Allow: nobody else was in the
Lift of lines 15–16 ‘she realised « rooms’ house / to look in (all)
the other rooms for her
brother

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Question Answer Marks Not allowed

responses

5(a) From paragraph 3 2

What are the two physical signs of fear shown

by Emma?

• her heart was pounding // her heart beating fast

Allow
lift of lines 17–18
‘she could feel her heart pounding « hallway’

• she was sweating Verbatim

Lift of lines 24–25
‘managing to ignore
that fact that she was
1 mark for each correct answer sweating’

5(b) Why do you think Emma’s mother had left three 1

pairs of shoes lying in the bedroom?

• She couldn’t fit / get / push / shove them into Verbatim

her (already bulging) suitcase / bag // her Lift of lines 23–24
suitcase / bag was (already) full // they / the ‘considered ultimately
shoes were too much for her (already bulging) to have been too much
suitcase / bag for her already bulging
suitcase’

Allow She didn’t have time to

‘put’ for ‘fit’, etc. put them in her
suitcase / put them
away

5(c) Emma was ‘inundated’ with fear. Pick out and 1

write down one word used in the paragraph
which continues this idea of ‘inundated’.

• flooded

Allow
use of correct word in a phrase or sentence
provided it is underlined or otherwise highlighted,
e.g. the word is flooded

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Question Answer Marks Not allowed

responses

6(a) From paragraph 5 2

‘James stared at his sister with a look of

undisguised puzzlement, which made her realise
that what he was about to say was true.’ Explain
in your own words how Emma knew that James
was about to tell the truth.

• He couldn’t / didn’t hide (the fact) that // it was Genuine / real / fake /
obvious / easily seen / clear / blatant believable /
• he didn’t understand (what she was talking uncontrolled /
about) // he was confused / bewildered / unfeigned / shocked /
perplexed surprised

This is an own words question. Answers should capture the ideas of ‘UNDISGUISED’ and
‘PUZZLEMENT’.

6(b) Explain fully (i) who you think was knocking on

the cupboard door and (ii) why.

• an intruder / thief / the person who had left the An animal / cleaner
muddy footprints / shifted the teabags / left the
drawer open
• s/he was unable to / wanted to get out (of the The door could only be
cupboard) / was locked in (the cupboard) opened from the
outside

Look for the idea of intruder inside the cupboard for the first mark, and the fact that he is locked in/
cannot escape for the second mark.

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Question Answer Marks Not allowed

responses

7 From the whole passage Do not award a mark

where more than one
For each of the words below, circle the letter (A, letter is indicated,
B, C or D) which has the same meaning that the unless the incorrect
word has in the passage. response(s) has / have
been clearly discarded
by the candidate.

7(a) D (annoyed) 1

7(b) B (normal) 1

7(c) A (look quickly) 1

7(d) C (secretly) 1

7(e) B (scorn) 1

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Question Answer Marks Not allowed

responses

8 Re-read paragraphs 3 and 4, which contain

phrases about (a) Emma’s entry into her
parents’ bedroom and (b) James’s behaviour
when they sat down to eat.

Explain:
• the meaning of the phrases as they are used
in the passage
• the effect of the phrases as they are used in
the passage.

8(a) The closed door of her parents’ bedroom

creaked open ominously’ (line 21)

Meaning: The door opened (slowly and) 1 Noisily / on its own

threateningly / scarily / eerily / frighteningly /
creepily / spookily / mysteriously

Effect: 1
It adds tension/ suspense / mystery / drama / a Worry / anxiety
feeling of foreboding / that something is wrong //
makes the reader / Emma afraid / apprehensive /
feel as if someone might be (hiding) in the room /
hiding (there)

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Question Answer Marks Not allowed

responses

8(b) ‘Oblivious to his sister’s mood, James rattled on 1

to her about the runs he had scored in the
cricket match at school.’ (lines 35–36)

Meaning: James / he didn’t notice / was unaware of

/ didn’t realise / didn’t pick up on / understand how
his sister / Emma / was feeling / that she was
worried / angry, etc.
Allow: any acceptable emotion for Emma but not
‘mood’ of the question
Effect: James is excited (about his cricket) / self- Talked (alone)
centred / selfish / insensitive chatted

OR
Meaning: James / he talked a lot / continuously //
James / he nattered (on) / chattered (on) (about his
performance / the runs he scored at cricket) // he
talked / nattered / chattered at her (about his
performance / the runs he scored at cricket)
Effect: Emma /she wasn’t listening to / interested /
wasn’t engaged (with what he was saying) // Emma
was preoccupied (with her worries)

Allow: answers which give the effect of the whole

sentence, e.g. answers which show the conflicting
feelings / emotions of James and Emma (such as he
was relaxed but she was tense)

Reward any plausible explanations.

© UCLES 2018 Page 15 of 15

 Cambridge Assessment International Education
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/22

Paper 50 Reading May/June 2018
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

IGCSE™ is a registered trademark.

This document consists of 14 printed pages.

© UCLES 2018 [Turn over

1123/22 Cambridge O Level – Mark Scheme May/June 2018
PUBLISHED

Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

© UCLES 2018 Page 2 of 14

1123/22 Cambridge O Level – Mark Scheme May/June 2018
PUBLISHED

Not Allowed
Question Answer Marks
Responses

1(a) Content Points 12

Passage 1

People and Animals

Identify and write down the information in the

passage which describes people’s uses of
animals in former times, and the uses made of
animals today.

1 mark for each correct point up to a maximum of 12

marks

People’s uses of animals in former times

1 Given point: (means of) human transport

2 (harness and/or pack animals) moved objects / Oxen pulling ploughs /

things / stuff (around) // (harness and/or pack elephants hauling logs /
animals) carried and pulled objects / things / llamas carrying heavy
stuff (around) loads (alone)
Pack animals moved
objects (alone)
Harness animals moved
objects (alone)

3 clothing // (people used / hunted) Clothing developed

fur / hides to keep (themselves) warm (and dry) (alone)

Used animals to keep

themselves warm

4 food // hunted for food // domesticated for food Examples of goats and
sheep (alone)
Lift of lines 11–13 ‘a
breakthrough«food’

5 hunt other animals Examples of cats and

cheetahs (alone)

6 warfare // battle Horses pulled wagons in

battle (alone) / horses
carried soldiers on
battlefields (alone) //
elephants charged the
enemy (alone)

7 sacrificed / offered to god / gods / deities // Used in religion / for

offered as tributes / sacrifices to god / gods / religious purposes
deities (alone)

© UCLES 2018 Page 3 of 14

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PUBLISHED

Not Allowed
Question Answer Marks
Responses

1(a) 8 sport(s) / (many kinds of) sporting activities Greeks and Romans
used horses for chariot
races / sport jk (alone) //
horses used in jumping
(alone)

Uses made of animals today

9 Given point: (used for) educational purposes

10 entertainment / circuses Lift of line 31 ‘ using

animals«unnatural’

11 horse(s) trained / used to look for / find people

who are lost / trapped in dangerous terrain

12 forecast earthquakes / improve short term

forecasting of earthquakes

13 (trained) to sniff (out) drugs / explosives To fight crime (alone)

14 scientific testing / scientific research / Scientific testing of

scientific study medicine / cosmetics
(alone)

15 selling animal products (allows people to pay for Milk, eggs, wool, meat
education for their children) (alone)

16 (keeping) pets (give emotional benefits) Keeping animals (alone)

Cat provides
companionship (alone)

17 (animal assisted) therapy (can improve a Verbatim lift of lines 50–

patient’s social / emotional / cognitive 51 ‘the most«therapy’
functioning)

Additional Information

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PUBLISHED

Not Allowed
Question Answer Marks
Responses

1(b) Summary 10

Candidates have now fleshed out their notes into a

piece of formal, continuous prose.

Candidates are advised to write between 150–180

words including the 10 words given.

Marks are awarded for producing a piece of writing

which is relevant, well-organised and easy to
follow.

Summary – Task Fulfilment 10 marks

Band 5 9–10 Excellent understanding of
the task demonstrated in an
impressive response:

• All content included is

relevant, with no
unnecessary
details/repetitions
• Fluent and coherent
presentation of the
points, including possible
• synthesising where
appropriate, and a wide
range of appropriate
stylish linking devices
Band 4 7–8 Good understanding of the
task demonstrated in a skilful
response:

• Almost all content

included is relevant, with
only occasional
unnecessary
details/repetitions
• Generally fluent and
coherent presentation of
the points, with
appropriate linking
devices

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Not Allowed
Question Answer Marks
Responses

1(b) Summary – Task Fulfilment 10 marks

(continued)
Band 3 5–6 Acceptable understanding of
the task demonstrated in a
competent response:

• Some of the content

included is relevant, with
unnecessary details/
additions
• Satisfactory presentation
of the points with limited
fluency and coherence
and occasional misuse of
linking devices
Band 2 3–4 Insecure understanding of the
task demonstrated in a rather
faltering response:

• Content included is of
limited relevance, with
frequent unnecessary
details/repetitions
• Presentation of the
points breaks down, with
little coherence and
lacking linking devices
Band 1 1–2 Very little understanding of
the task demonstrated in an
incoherent response:

• Content included is of
little relevance, with
noticeably unnecessary
details/repetitions
• Little attempt to present
the points with no
concept of linking
devices
Band 0 0 No understanding of the task
demonstrated in:

• A totally irrelevant
response
• Insufficient material to
reward

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Not Allowed
Question Answer Marks
Responses

Additional information

Candidates have been asked to write 150–180 words. There is no penalty for long answers but if a
script is obviously short, please count the words, marks as normal (i.e. arrive at mark under relevance
and coherence) and award marks to the following maxima:
91–100 = 8 max
81–90 = 7 max
71–80 = 6 max
61–70 = 5 max
51–60 = 4 max
41–50 = 3 max
31–40 = 2 max
21–30 = 1 max
0–21 =0

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Not Allowed
Question Answer Marks
Responses

2 Re-read paragraphs 4, 6 and 7 3

Identify and write down one opinion from each of
these paragraphs.

[1 mark for each correct response]

• Opinion from paragraph 4

(Although using) animals (solely) for
entertainment is (definitely) cruel and unnatural

• Opinion from paragraph 6 (perhaps) the most

(although the medical) benefits for humans surprising of these being
(certainly) outweigh animal suffering rats

• Opinion from paragraph 7

The most exciting innovation in modern
medicine is animal-assisted therapy

Allow: Own word versions of any opinion.

Not Allowed
Question Answer Marks
Responses

3(a) From paragraph 1 2

Give two reasons why Nizam was happy ‘on the

day that he qualified’ as a teacher.

• (he had) made his parents proud He was young

• he had achieved an (lifelong) ambition / dream He achieved his dream

(in becoming a teacher) // he had / it was / it when he was young
had been a (lifelong) ambition / dream (to
become a teacher)

Under (ii) Lift of line 9 ‘he had«teacher’

3(b) Nizam had ‘to write reports on his junior 1

classes’. What is the other reason why Nizam’s
weekend was less relaxing than it normally was?

• he had to produce a topic for the school’s Do not accept more than
(annual) story-writing competition one reason

Allow
lift of lines 7–8
‘his Principal had asked him to produce a topic for
the school’s (annual) story-writing competition’

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Not Allowed
Question Answer Marks
Responses

4(a) From paragraph 2 1

‘The young students Nizam taught were not lazy, Do not accept more than
inconsiderate or impolite’. What is the other one reason
reason why Nizam found the newspaper article
‘infuriating’?
It was an unjustified
• he was young (too / himself) // he was in that / tirade against the
the same age group younger generation
(alone)
Allow:
Lift of line 17 ‘was he not able to count himself as He was 23 (alone)
being in that age group?’
He was not able to«age
‘was he not young (himself / too?) group

4(b) ‘Instead of reciprocating the smile, the 2

waiter« gave Nizam a stony look.’ Explain in
your own words the waiter’s reaction to Nizam’s
smile.

• The waiter didn’t smile back / didn’t return the Didn’t respond to the
smile / didn’t match the smile // responded smile / it (in a good /
without smiling // should have smiled back positive way)

• But instead looked at him in an unfriendly / Serious

hostile / cold / sullen / hard / stern / harsh /
frozen way // scowled // frowned Stubborn / indifferent /
irritated / angry / rude /
unhappy / glum /
displeased /
inconsiderate /
unemotional / blank

This is an own words question. Answers should capture the ideas of ‘RECIPROCATING’ and
‘STONY’. Any paraphrases which capture these ideas are acceptable.

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PUBLISHED

Not Allowed
Question Answer Marks
Responses

5(a) From paragraph 3 2

A contrast is created between the stallholders’

‘apparent hostility’ and what is really going on.
Without copying from passage: (i) Describe what
seems to be happening (ii) Describe what is
really going on.

• (they seem to be) unfriendly / enemies / to They were angry /

dislike each other / to be arguing / quarrelling / competing (with each
fighting / not on good terms other)

• it’s all an act // they are just pretending / putting They want to sell things /
on a show / it’s all for effect // they’re attracting are attracting customers
attention (to themselves / their goods / to make / they are in competition
a sale) // providing / having fun / enjoyment / they are working
together

Answers should capture the ideas of apparent HOSTILITY and the contrast with WHAT IS GOING ON.
Any paraphrases which capture these ideas are acceptable.

5(b) From paragraph 3 1

Pick out and write down the one word which

shows that the stallholders’ sales talk never
varied.

• routine

Allow: use of correct word in a phrase or

sentence provided it is underlined or otherwise
highlighted.

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Not Allowed
Question Answer Marks
Responses

6(a) From paragraph 4 2

The stallholder showed the woman a scarf.

‘Then another. Then another.’ What does ‘Then
another. Then another’ show about: (i) The
stallholder’s character (ii) The woman’s
character

• he is patient / accommodating / helpful / Insistent / stubborn /

persistent / kind / persuasive / determined / polite / pleasant // trying /
attentive / tolerant / hard-working / enthusiastic / wanting to make a sale
good-natured
Allow: eager / keen (to make a sale) Caring / sympathetic

• she is clever / cunning / a trickster Trying to steal / is a thief

Allow: hard to please / indecisive / awkward / / she isn’t going to buy
particular / fussy / choosy / picky / selective anything / is wasting
time / is trying to distract
Note: in both parts look for character not behaviour the stallholder

6(b) Nizam was ‘shocked’ and eventually ran after 2

the woman. What two other aspects of his
behavior show that he was ‘shocked’?

• he gasped (in outrage) He shot out of the cafe

Allow: run on into lines 35–37 ‘as«throat’

• (for a second) he was rooted to the spot / he The run on into lines 39–
couldn’t move / he was petrified 40 ‘ writer a story etc’

© UCLES 2018 Page 11 of 14

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Not Allowed
Question Answer Marks
Responses

7(a) From paragraph 5 1

Who do you think laid a ‘heavy hand’ on Nizam’s

shoulder?

• the waiter (from the café) Police / stallholder

Allow: security guard // (café) owner // a person

who works in the cafe
Allow: alternatives as long as they are linked to the
café, e.g. the waiter or the owner // the owner of the
café or another diner

7(b) Nizam thought ‘The irony of it all!’ Explain fully 2

the ‘irony’ in Nizam’s situation.

• Nizam was being accused of theft but the

woman was the thief
OR
• Nizam would be punished but the woman would
not
OR
• The woman was guilty, not him
OR
• Young people always got the blame for things
but the thief wasn’t young / was elderly / was
old
OR
• He was accused of stealing while trying to catch
a thief

Allow: examples for 1 mark

Young people always got the blame for things
OR
The thief wasn’t young / was elderly / was old
OR
The woman was guilty
OR
He was (wrongly) accused when he was innocent

Look for answers that show understanding of contrast between innocence and guilt, or between young
and old, or between trying to catch a thief and being accused of theft for 2 marks.

Allow:
‘He left without paying / forgot to pay’ for the idea of theft

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Not Allowed
Question Answer Marks
Responses

8 From paragraphs 3–5 inclusive Do not award a mark

where more than one
For each of the words or phrases below, circle letter is indicated,
the letter (A, B, C or D) which has the same unless one of the
meaning that the word or phrase has in the responses has been
passage. clearly discarded by the
candidate.

8(a) B (variety) 1

8(b) D (persuaded) 1

8(c) C (invisibly) 1

8(d) B (bumped into) 1

8(e) A (probability) 1

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Not Allowed
Question Answer Marks
Responses

9 Re-read paragraph 4, which contains phrases

that tell us about (a) the woman and (b) Nizam.

Explain:

• the meaning of the phrases as they are used

in the passage
• the effect of the phrases as they are used in
the passage.

The suggested answers below are guidance: reward

any plausible explanations.

Candidates should be awarded marks for an

appropriate response to the ‘effect’ part of the
question, even if no marks are scored for the
‘meaning’ part and vice versa.

If correct meaning is given under effect, or vice

versa, do not award the mark.

9(a) ‘Her conveniently voluminous handbag’ (line 36)

Meaning: she had a usefully / helpfully / suitably / 1 Satisfyingly / correctly

appropriately big handbag
Allow: adequately big / big enough / big and easy to
put things in

Effect: she could hide the (stolen) goods / scarf in 1 She could fit the scarf
her bag // it would make it easier for her to steal inside // irony / sarcasm
things // she had come prepared / planned to steal (alone)
Note: needs the idea of theft or deception

9(b) ‘he shot out of the cafe’ (line 41)

Meaning: he ran / rushed / sprinted / dashed (out) / 1 He left (quickly / as

sped / darted quickly as possible / like
a bullet) // he hurried

Effect: (it stresses / shows / emphasises) the 1 Speed (alone)

suddenness or explosive nature of his movement / The reason he shot out,
action // a sudden / explosive movement / action e.g. he didn’t want the
OR thief to escape // he
(it stresses / shows / emphasises) he was agitated / didn’t want a thief to get
desperate / angry away with it // he had a
OR sense of justice // justice
it conveys a sense of urgency / emergency / no time prevailed
to lose
His speed he was like a
bullet

© UCLES 2018 Page 14 of 14

 Cambridge Assessment International Education
Cambridge Ordinary Level

ENGLISH 1123/11
Paper 1 Writing October/November 2018
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 14 printed pages.

© UCLES 2018 [Turn over

1123/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

© UCLES 2018 Page 2 of 14

1123/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Question Answer Marks

The assessment objectives for Sections 1 and 2 are:

Assessment Objectives for Writing (AO1)

W1 Articulate experience and express what is thought, felt and imagined

W2 Sequence facts, ideas and opinions

W3 Use a range of appropriate vocabulary

W4 Use register appropriate to audience and context

W5 Make accurate use of spelling, punctuation and grammar

Assessment Objectives for Reading (AO2)

R1 Demonstrate understanding of explicit meanings

R2 Demonstrate understanding of implicit meanings and attitudes

Detailed Marking Instructions for Section 1: Directed Writing

Candidates are expected to:

1 write a speech which communicates information clearly, accurately and economically

2 write between 200 and 300 words

3 carry out the instructions as detailed on the question paper regarding the particular information
required.

Candidates will be awarded up to 15 marks for following the task instructions and up to 15 marks
for the language used.

Total marks for Section 1: 30.

In order to fulfil these assessment objectives in Section 1, a ‘best fit’ principle is applied using the
Task Fulfilment and Language band descriptors.

© UCLES 2018 Page 3 of 14

1123/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Question Answer Marks

Section 1

1 You went on a trip. (It might be a trip with your school, your family, a
club you belong to, or any other trip you wish.) During the trip
something very surprising happened. Your teacher asks you to give a
speech about this trip to your school assembly.

Write your speech. You must include the following:

• when and where you went on the trip

• details of the very surprising event

• how the surprise affected you and the people you were with.

Cover all three points above in detail. You should make your speech
interesting and informative. Start your speech ‘Good morning,
everyone.’

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1123/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Question Answer Marks

Task Fulfilment 15 marks

Band 5 13–15 • Very good understanding of purpose

• Clear awareness of the specified situation and audience
• Text type entirely appropriate
• All required points developed in detail, fully amplified and well
organised
• Given information well used to justify personal opinion and
interpretation
• Tone and register entirely appropriate

Band 4 10–12 • Good understanding of purpose

• An awareness of the specified situation and audience
• Text type appropriate
• All required points addressed but not always developed in detail.
• Given information organised to support personal opinion
• Tone and register appropriate

Band 3 7–9 • Some understanding of purpose; may lack some focus

• Some awareness of the specified situation and audience
• Text type generally appropriate
• At least two required points addressed (and both are partially/fully
developed)
• Given information may not be logically used to support opinion
• Tone usually appropriate, although there may be slips of register

Band 2 4–6 • Only partial understanding of purpose

• Some confusion as to the specified situation and audience
• Text type may be inappropriate
• At least one of the required points addressed (partially/fully
developed)
• Given information may be used irrelevantly
• Tone may be uneven

Band 1 1–3 • Misunderstanding of purpose

• Confusion as to the specified situation and audience
• Little evidence of a specific text type
• None of the required points addressed
• Given information misunderstood or irrelevant
• Tone may be inappropriate

Band 0 0 • Insufficient to meet the criteria for Band 1

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Question Answer Marks

Language 15 marks

Band 8 14–15 Highly accurate writing, apart from very occasional slips

• Sentence structures varied for particular effects

• Verb forms largely correct and appropriate tenses consistently
used
• Vocabulary wide and precise
• Punctuation accurate and helpful
• Spelling accurate, apart from very occasional slips
• Paragraphs have unity, are linked, and show evidence of planning

Band 7 12–13 Accurate writing; occasional errors are either slips or caused by
ambition

• Sentence structures show some variation to create some natural

fluency.
• Occasional slips in verb forms or tense formation, but sequence
consistent and clear throughout.
• Vocabulary precise enough to convey intended shades of
meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked, and show some
evidence of planning.

Band 6 10–11 Mostly accurate writing; errors from ambition do not mar clarity of
communication

• Some variety of sentence structures, but a tendency to repeat

sentence types may produce a monotonous effect
• Errors may occur in irregular verb forms, but control of tense
sequence sufficient to sustain clear progression of events or ideas
• Simple vocabulary mainly correct; errors may occur with more
ambitious words
• Punctuation generally accurate and sentence separation
correctly marked, but errors may occur, e.g. with direct speech
• Spelling of simple vocabulary accurate; some errors in more
ambitious words
• Paragraphs may show some unity, although links may be absent or
inappropriate

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Question Answer Marks

Band 5 8–9 Writing is sufficiently accurate to communicate meaning, with

patches of clear, accurate language

• Some variety of sentence length and structure, not always for

particular purpose
• Errors in verb forms and tense consistency may cause uncertainty
in sequence of events or disturb ease of communication
• Vocabulary usually adequate to convey intended meaning; idiom
may be uncertain
• Punctuation used but not always helpful; occasional sentence
separation errors
• Spelling of simple vocabulary accurate; errors in more difficult
words.
• Paragraphs used but may lack unity or coherence

Band 4 6–7 Overall meaning never in doubt, but errors sufficiently frequent and
serious to hamper precision and distract reader from content

• Some simple sentence structures accurate, but unlikely to sustain

accuracy for long
• Errors in verb forms and tenses will sometimes confuse sequence
of events
• Vocabulary limited, either too simple or imperfectly understood;
some idiomatic errors likely
• Simple punctuation usually accurate, but there may be frequent
sentence separation errors
• Spelling of simple vocabulary accurate; frequent errors in more
difficult words
• Paragraphs used haphazardly

Band 3 4–5 The writing has many serious errors of various kinds of ‘single-
word’ type (i.e. they could be corrected without re-writing the
sentence); communication established, although weight of error
may cause some ‘blurring’

• Sentences probably simple and repetitive in structure

• Frequent errors in verb forms and haphazard changes of tense
confuse meaning
• Vocabulary conveys meaning but likely to be simple and
imprecise; significant idiomatic errors
• Spelling may be inconsistent
• Punctuation and paragraphing may be haphazard or non-existent

Band 2 2–3 Sense usually decipherable but some errors will be ‘multiple’ (i.e.
requiring the reader to re-read and re-organise); meaning may be
partly hidden by density of linguistic error

• Unlikely to be more than a few accurate sentences, however

simple, in the whole essay

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Question Answer Marks

Band 1 1 Scripts almost entirely or entirely impossible to recognise as pieces

of English writing; whole sections make no sense at all

• Where occasional patches of relative clarity are evident, 1 mark

should be given

Band 0 0 • Insufficient to meet the criteria for Band 1

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Question Answer Marks

Detailed Marking Instructions for Section 2: Composition

The ‘best fit’ principle is applied, as in the following table. Please note, the primary emphasis is on
the quality of Language; descriptors for appropriateness and content are then used to adjust the
mark.

Total marks for Section 2: 30

Candidates are advised to write between 350 and 500 words.

Description

2 Describe two of your friends: the one who is most like you and the one
who is least like you. (Remember you can describe their appearance,
personalities and behaviour.)

Argument

3 Should there be rules about what people can say on social media or is
it more important for people to be able to say what they think? Give
reasons and examples to support your view.

4 Which new subject or subjects would you like to add to the school
timetable? Why do you think this would be useful for people of your
age? Give reasons and examples to support your view.

Narrative

5 Write a story which includes the words: ‘They both read their letters
and then walked away in opposite directions.’

6 Write a story about someone who became successful because of their

determination and hard work.

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1123/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Question Answer Marks

Quality of Language and Appropriateness and Content 30 marks

Band 8 27–30 Highly accurate writing, apart from very occasional slips;
highly appropriate to chosen task type

Quality of Language
• Sentence structures varied for particular effects
• Verb forms largely correct and appropriate tenses consistently
used
• Vocabulary wide and precise
• Punctuation accurate and helpful
• Spelling accurate apart from very occasional slips
• Paragraphs have unity, are linked, and show evidence of planning

Appropriateness and Content

• Consistently relevant. Interest aroused and sustained
• Tone and register entirely appropriate
• Descriptions have well-developed images helping to create complex
atmospheres
• Arguments are well developed, logical, even complex
• Narratives are complex, sophisticated, possibly tense, and may
contain devices such as flashbacks

Band 7 23–26 Accurate writing: occasional errors are either slips or caused by
ambition; appropriate to chosen task type

Quality of Language
• Sentence structures show some variation to create some natural
fluency
• Occasional slips in verb forms or tense formation, but sequence
consistent and clear throughout
• Vocabulary precise enough to convey intended shades of
meaning
• Punctuation accurate and generally helpful
• Spelling nearly always accurate
• Paragraphs have unity, are usually linked, and show some
evidence of planning

Appropriateness and Content

• Relevant. Interest aroused and mostly sustained
• Tone and register appropriate
• Descriptions have interesting images and a range of detail, helping
to create effective atmospheres
• Arguments have clearly defined, cohesive, logical stages in their
development
• Narratives have effective detail creating character or setting, and
may contain some sense of climax

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1123/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Question Answer Marks

Band 6 19–22 Mostly accurate writing; errors from ambition do not mar clarity of
communication; mostly appropriate to chosen task type

Quality of Language
• Some variety of sentence structures, but a tendency to repeat
sentence types may produce a monotonous effect
• Errors may occur in irregular verb forms, but control of tense
sequence sufficient to sustain clear progression of events or ideas
• Simple vocabulary mainly correct; errors may occur with more
ambitious words
• Punctuation generally accurate and sentence separation
correctly marked, but errors may occur, e.g. with direct speech
• Spelling of simple vocabulary accurate; some errors in more
ambitious words
• Paragraphs may show some unity, although links may be absent or
inappropriate

Appropriateness and Content

• Relevant. Some interest aroused, although there may be some lack
of originality and/or planning
• Tone usually appropriate, although there may be slips of register
• Descriptions have satisfactory images, ideas and details which help
to create atmosphere
• Arguments make a series of relevant points, with some being
developed; linking of ideas may be insecure
• Narratives are straightforward with proper sequencing of sentences

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1123/11 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Question Answer Marks

Band 5 15–18 Writing is sufficiently accurate to communicate meaning, with

patches of clear, accurate language; sufficiently appropriate for
chosen task type

Quality of Language
• Some variety of sentence length and structure, not always for
particular purpose
• Errors in verb forms and tense consistency may cause uncertainty
in sequence of events or disturb ease of communication
• Vocabulary usually adequate to convey intended meaning; idiom
may be uncertain
• Punctuation used but not always helpful; occasional sentence
separation errors
• Spelling of simple vocabulary accurate; errors in more difficult
words
• Paragraphs used but may lack unity or coherence

Appropriateness and Content

• Attempt to address topic but there may be digressions or failures
of logic; may lack liveliness and interest
• Tone may be uneven
• Descriptions have some detail but may rely too much on narrative
• Arguments have mainly relevant points but may be only partially
developed, with some repetition
• Narratives are largely a series of events with only occasional details
of character and setting

Band 4 11–14 Overall meaning never in doubt, but errors sufficiently frequent and
serious to hamper precision and distract reader from content

Quality of Language
• Some simple sentence structures accurate but unlikely to sustain
accuracy for long
• Errors in verb forms and tenses will sometimes confuse sequence
of events
• Vocabulary limited, either too simple or imperfectly understood;
some idiomatic errors likely
• Simple punctuation usually accurate, but there may be frequent
sentence separation errors
• Spelling of simple vocabulary accurate, frequent errors in more
difficult words
• Paragraphs used haphazardly

Appropriateness and Content

• Some relevance. Some interest
• Tone may be inconsistent
• Descriptions are relevant but lack scope or variety
• Arguments make a few points but development is simple and not
always logical; some obvious repetition of ideas
• Narratives are simple, everyday or immature

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PUBLISHED 2018

Question Answer Marks

Band 3 7–10 The writing has many serious errors of various kinds of ‘single-
word’ type (i.e. they could be corrected without re-writing the
sentence); communication established, although weight of error
may cause some ‘blurring’

Quality of Language
• Sentences probably simple and repetitive in structure
• Frequent errors in verb forms and haphazard changes of tense
confuse meaning
• Vocabulary conveys meaning but likely to be simple and
imprecise; significant idiomatic errors
• Spelling may be inconsistent
• Punctuation and paragraphing may be haphazard or non-existent

Appropriateness and Content

• A little relevance; a little interest.
• Some recognition of appropriate tone
• In Descriptions the overall picture is unclear
• In Arguments only a few points are discernible and the argument
progresses only here and there
• Narratives are very simple and may narrate events indiscriminately

Band 2 3–6 Sense usually decipherable but some errors will be ‘multiple’ (i.e.
requiring the reader to re-read and re-organise); meaning may be
partly hidden by density of linguistic error

Quality of Language
• Unlikely to be more than a few accurate sentences, however
simple, in the whole essay

Appropriateness and Content

• Little relevance or interest

• Tone may be inappropriate
• In Descriptions the overall picture is very unclear
• In Arguments only a very few points are discernible and the
argument barely progresses
• Narratives are extremely simple and may narrate events
indiscriminately

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PUBLISHED 2018

Question Answer Marks

Band 1 1–2 Scripts almost entirely or entirely impossible to recognise as pieces

of English writing; whole sections make no sense at all

Quality of Language
• Where occasional patches of relative clarity are evident, 2 or 1
mark(s) should be given

Appropriateness and Content

• Arguments are rarely relevant and may well be disordered, as are
Descriptions and Narratives

Band 0 0 • Insufficient to meet the criteria for Band 1

© UCLES 2018 Page 14 of 14

 Cambridge Assessment International Education
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/12

Paper 1 Writing October/November 2018
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 14 printed pages.

© UCLES 2018 [Turn over

1123/12 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

© UCLES 2018 Page 2 of 14

1123/12 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Question Answer Marks

The assessment objectives for Sections 1 and 2 are:

Assessment Objectives for Writing (AO1)

W1 Articulate experience and express what is thought, felt and imagined

W2 Sequence facts, ideas and opinions

W3 Use a range of appropriate vocabulary

W4 Use register appropriate to audience and context

W5 Make accurate use of spelling, punctuation and grammar

Assessment Objectives for Reading (AO2)

R1 Demonstrate understanding of explicit meanings

R2 Demonstrate understanding of implicit meanings and attitudes

Detailed Marking Instructions for Section 1: Directed Writing

Candidates are expected to:

1 write a speech which communicates information clearly, accurately and economically

2 write between 200 and 300 words

3 carry out the instructions as detailed on the question paper regarding the particular information
required.

Candidates will be awarded up to 15 marks for following the task instructions and up to 15 marks
for the language used.

Total marks for Section 1: 30.

In order to fulfil these assessment objectives in Section 1, a ‘best fit’ principle is applied using the
Task Fulfilment and Language band descriptors.

© UCLES 2018 Page 3 of 14

1123/12 Cambridge O Level – Mark Scheme October/November
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Question Answer Marks

Section 1

1 It is your final week in school. Your teacher asks you to make a speech
to the school assembly about the event from your school life which
you will always remember. (It might be an academic memory, a social
event or any other event you wish.)

Write your speech. You must include the following:

• when and where the event took place

• details of what happened

• how the event affected you and other people

Cover all three points above in detail. You should make your speech
interesting and informative. Start your speech ‘Good morning,
everyone.’

© UCLES 2018 Page 4 of 14

1123/12 Cambridge O Level – Mark Scheme October/November
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Question Answer Marks

Task Fulfilment 15 marks

Band 5 13–15 • Very good understanding of purpose

• Clear awareness of the specified situation and audience
• Text type entirely appropriate
• All required points developed in detail, fully amplified and well
organised
• Given information well used to justify personal opinion and
interpretation
• Tone and register entirely appropriate

Band 4 10–12 • Good understanding of purpose

• An awareness of the specified situation and audience
• Text type appropriate
• All required points addressed but not always developed in detail.
• Given information organised to support personal opinion
• Tone and register appropriate

Band 3 7–9 • Some understanding of purpose; may lack some focus

• Some awareness of the specified situation and audience
• Text type generally appropriate
• At least two required points addressed (and both are partially/fully
developed)
• Given information may not be logically used to support opinion
• Tone usually appropriate, although there may be slips of register

Band 2 4–6 • Only partial understanding of purpose

• Some confusion as to the specified situation and audience
• Text type may be inappropriate
• At least one of the required points addressed (partially/fully
developed)
• Given information may be used irrelevantly
• Tone may be uneven

Band 1 1–3 • Misunderstanding of purpose

• Confusion as to the specified situation and audience
• Little evidence of a specific text type
• None of the required points addressed
• Given information misunderstood or irrelevant
• Tone may be inappropriate

Band 0 0 • Insufficient to meet the criteria for Band 1

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1123/12 Cambridge O Level – Mark Scheme October/November
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Question Answer Marks

Language 15 marks

Band 8 14–15 Highly accurate writing, apart from very occasional slips

• Sentence structures varied for particular effects

• Verb forms largely correct and appropriate tenses consistently used
• Vocabulary wide and precise
• Punctuation accurate and helpful
• Spelling accurate, apart from very occasional slips
• Paragraphs have unity, are linked, and show evidence of planning

Band 7 12–13 Accurate writing; occasional errors are either slips or caused by
ambition

• Sentence structures show some variation to create some natural

fluency.
• Occasional slips in verb forms or tense formation, but sequence
consistent and clear throughout.
• Vocabulary precise enough to convey intended shades of meaning.
• Punctuation accurate and generally helpful.
• Spelling nearly always accurate.
• Paragraphs have unity, are usually linked, and show some evidence
of planning.

Band 6 10–11 Mostly accurate writing; errors from ambition do not mar clarity of
communication

• Some variety of sentence structures, but a tendency to repeat

sentence types may produce a monotonous effect
• Errors may occur in irregular verb forms, but control of tense
sequence sufficient to sustain clear progression of events or ideas
• Simple vocabulary mainly correct; errors may occur with more
ambitious words
• Punctuation generally accurate and sentence separation correctly
marked, but errors may occur, e.g. with direct speech
• Spelling of simple vocabulary accurate; some errors in more
ambitious words
• Paragraphs may show some unity, although links may be absent or
inappropriate

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1123/12 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Question Answer Marks

Band 5 8–9 Writing is sufficiently accurate to communicate meaning, with

patches of clear, accurate language

• Some variety of sentence length and structure, not always for

particular purpose
• Errors in verb forms and tense consistency may cause uncertainty in
sequence of events or disturb ease of communication
• Vocabulary usually adequate to convey intended meaning; idiom
may be uncertain
• Punctuation used but not always helpful; occasional sentence
separation errors
• Spelling of simple vocabulary accurate; errors in more difficult words.
• Paragraphs used but may lack unity or coherence

Band 4 6–7 Overall meaning never in doubt, but errors sufficiently frequent and
serious to hamper precision and distract reader from content

• Some simple sentence structures accurate, but unlikely to sustain

accuracy for long
• Errors in verb forms and tenses will sometimes confuse sequence of
events
• Vocabulary limited, either too simple or imperfectly understood;
some idiomatic errors likely
• Simple punctuation usually accurate, but there may be frequent
sentence separation errors
• Spelling of simple vocabulary accurate; frequent errors in more
difficult words
• Paragraphs used haphazardly

Band 3 4–5 The writing has many serious errors of various kinds of ‘single-
word’ type (i.e. they could be corrected without re-writing the
sentence); communication established, although weight of error
may cause some ‘blurring’

• Sentences probably simple and repetitive in structure

• Frequent errors in verb forms and haphazard changes of tense
confuse meaning
• Vocabulary conveys meaning but likely to be simple and imprecise
significant idiomatic errors
• Spelling may be inconsistent
• Punctuation and paragraphing may be haphazard or non-existent

Band 2 2–3 Sense usually decipherable but some errors will be ‘multiple’ (i.e.
requiring the reader to re-read and re-organise); meaning may be
partly hidden by density of linguistic error

• Unlikely to be more than a few accurate sentences, however simple,

in the whole essay

© UCLES 2018 Page 7 of 14

1123/12 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Question Answer Marks

Band 1 1 Scripts almost entirely or entirely impossible to recognise as pieces

of English writing; whole sections make no sense at all

• Where occasional patches of relative clarity are evident, 1 mark

should be given

Band 0 0 • Insufficient to meet the criteria for Band 1

© UCLES 2018 Page 8 of 14

1123/12 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Question Answer Marks

Detailed Marking Instructions for Section 2: Composition

The ‘best fit’ principle is applied, as in the following table. Please note, the primary emphasis is on
the quality of Language; descriptors for appropriateness and content are then used to adjust the
mark.

Total marks for Section 2: 30

Candidates are advised to write between 350 and 500 words.

Description

2 Describe a relative’s house which you enjoy visiting. (Remember you

can describe the atmosphere and the surroundings, as well as the
house itself.)

Argument

3 ‘The future is about science and technology. There is no place for arts
and music on the school timetable.’ Do you agree? Give reasons and
examples to support your view.

4 To have a happy life, it is more important to have time to do what you

want rather than to have a lot of money to spend. Do you agree? Give
reasons and examples to support your view.

Narrative

5 Write a story which includes the words: ‘The house they lived in as
children now looked very different.’

6 Write a story about a time when you wanted to do something

adventurous but you had to change your plans.

© UCLES 2018 Page 9 of 14

1123/12 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Question Answer Marks

Quality of Language and Appropriateness and Content 30 marks

Band 8 27–30 Highly accurate writing, apart from very occasional slips;
highly appropriate to chosen task type

Quality of Language
• Sentence structures varied for particular effects
• Verb forms largely correct and appropriate tenses consistently
used
• Vocabulary wide and precise
• Punctuation accurate and helpful
• Spelling accurate apart from very occasional slips
• Paragraphs have unity, are linked, and show evidence of
planning

Appropriateness and Content

• Consistently relevant. Interest aroused and sustained
• Tone and register entirely appropriate
• Descriptions have well-developed images helping to create complex
atmospheres
• Arguments are well developed, logical, even complex
• Narratives are complex, sophisticated, possibly tense, and may
contain devices such as flashbacks

Band 7 23–26 Accurate writing: occasional errors are either slips or caused by
ambition; appropriate to chosen task type

Quality of Language
• Sentence structures show some variation to create some
natural fluency
• Occasional slips in verb forms or tense formation, but sequence
consistent and clear throughout
• Vocabulary precise enough to convey intended shades of
meaning
• Punctuation accurate and generally helpful
• Spelling nearly always accurate
• Paragraphs have unity, are usually linked, and show some
evidence of planning

Appropriateness and Content

• Relevant. Interest aroused and mostly sustained
• Tone and register appropriate
• Descriptions have interesting images and a range of detail, helping
to create effective atmospheres
• Arguments have clearly defined, cohesive, logical stages in their
development
• Narratives have effective detail creating character or setting, and
may contain some sense of climax

© UCLES 2018 Page 10 of 14

1123/12 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Question Answer Marks

Band 6 19–22 Mostly accurate writing; errors from ambition do not mar clarity of
communication; mostly appropriate to chosen task type

Quality of Language
• Some variety of sentence structures, but a tendency to repeat
sentence types may produce a monotonous effect
• Errors may occur in irregular verb forms, but control of tense
sequence sufficient to sustain clear progression of events or
ideas
• Simple vocabulary mainly correct; errors may occur with more
ambitious words
• Punctuation generally accurate and sentence separation
correctly marked, but errors may occur, e.g. with direct speech
• Spelling of simple vocabulary accurate; some errors in more
ambitious words
• Paragraphs may show some unity, although links may be
absent or inappropriate

Appropriateness and Content

• Relevant. Some interest aroused, although there may be some lack
of originality and/or planning
• Tone usually appropriate, although there may be slips of register
• Descriptions have satisfactory images, ideas and details which help
to create atmosphere
• Arguments make a series of relevant points, with some being
developed; linking of ideas may be insecure
• Narratives are straightforward with proper sequencing of sentences

© UCLES 2018 Page 11 of 14

1123/12 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Question Answer Marks

Band 5 15–18 Writing is sufficiently accurate to communicate meaning, with

patches of clear, accurate language; sufficiently appropriate for
chosen task type

Quality of Language
• Some variety of sentence length and structure, not always for
particular purpose
• Errors in verb forms and tense consistency may cause
uncertainty in sequence of events or disturb ease of
communication
• Vocabulary usually adequate to convey intended meaning;
idiom may be uncertain
• Punctuation used but not always helpful; occasional sentence
separation errors
• Spelling of simple vocabulary accurate; errors in more difficult
words
• Paragraphs used but may lack unity or coherence

Appropriateness and Content

• Attempt to address topic but there may be digressions or failures of
logic; may lack liveliness and interest
• Tone may be uneven
• Descriptions have some detail but may rely too much on narrative
• Arguments have mainly relevant points but may be only partially
developed, with some repetition
• Narratives are largely a series of events with only occasional details
of character and setting

Band 4 11–14 Overall meaning never in doubt, but errors sufficiently frequent and
serious to hamper precision and distract reader from content

Quality of Language
• Some simple sentence structures accurate but unlikely to
sustain accuracy for long
• Errors in verb forms and tenses will sometimes confuse
sequence of events
• Vocabulary limited, either too simple or imperfectly understood;
some idiomatic errors likely
• Simple punctuation usually accurate, but there may be frequent
sentence separation errors
• Spelling of simple vocabulary accurate, frequent errors in more
difficult words
• Paragraphs used haphazardly

Appropriateness and Content

• Some relevance; some interest
• Tone may be inconsistent
• Descriptions are relevant but lack scope or variety
• Arguments make a few points but development is simple and not
always logical; some obvious repetition of ideas
• Narratives are simple, everyday or immature

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1123/12 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Question Answer Marks

Band 3 7–10 The writing has many serious errors of various kinds of ‘single-
word’ type (i.e. they could be corrected without re-writing the
sentence); communication established, although weight of error
may cause some ‘blurring’

Quality of Language
• Sentences probably simple and repetitive in structure
• Frequent errors in verb forms and haphazard changes of tense
confuse meaning
• Vocabulary conveys meaning but likely to be simple and
imprecise; significant idiomatic errors
• Spelling may be inconsistent
• Punctuation and paragraphing may be haphazard or non-
existent

Appropriateness and Content

• A little relevance; a little interest.
• Some recognition of appropriate tone
• In Descriptions the overall picture is unclear
• In Arguments only a few points are discernible and the argument
progresses only here and there
• Narratives are very simple and may narrate events indiscriminately

Band 2 3–6 Sense usually decipherable but some errors will be ‘multiple’ (i.e.
requiring the reader to re-read and re-organise); meaning may be
partly hidden by density of linguistic error

Quality of Language
• Unlikely to be more than a few accurate sentences, however
simple, in the whole essay

Appropriateness and Content

• Little relevance or interest

• Tone may be inappropriate
• In Descriptions the overall picture is very unclear
• In Arguments only a very few points are discernible and the
argument barely progresses
• Narratives are extremely simple and may narrate events
indiscriminately

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1123/12 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Question Answer Marks

Band 1 1–2 Scripts almost entirely or entirely impossible to recognise as pieces

of English writing; whole sections make no sense at all

Quality of Language
• Where occasional patches of relative clarity are evident, 2 or 1
mark(s) should be given

Appropriateness and Content

• Arguments are rarely relevant and may well be disordered, as are
Descriptions and Narratives

Band 0 0 • Insufficient to meet the criteria for Band 1

© UCLES 2018 Page 14 of 14

 Cambridge Assessment International Education
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/21

Paper 2 Reading October/November 2018
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 15 printed pages.

© UCLES 2018 [Turn over

1123/21 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

© UCLES 2018 Page 2 of 15

1123/21 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Not Allowed
Question Answer Marks
Responses

1(a) Content 12

Points.

Passage 1

Cars

Identify and write down the information in the

passage which describes the changes created
by the car and the disadvantages the car has
brought.

1 mark for each correct point up to a maximum of

12 marks

Award marks in any order

The changes created by the car

1 Freedom of mobility (given)

2 makes travel / journey(s) fast(er) // speed / ‘ease’ for ‘speed’

increased speed of travel / journey(s) // travel
/ journey(s) take less time (than on foot)
Allow lift of lines 4–5 ‘a journey«by car’
(needs inclusion of ‘on foot’)

3 great(er) social interaction /wide(r) circle of

friends / increased communication with family

4 (greater) flexibility in work // possible to live in

the country and work in town // those living in
towns / cities could go further afield to work //
working is distant areas became easy / easier
/ possible

5 sprawling / large(r) urban areas / (modern)

cities (resulted)

6 (the car changed) appearance of (whole)

countries because of road-building schemes /
new roads / extending (existing) roads

7 door-to-door trips // makes door-to-door trips

possible / easy

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1123/21 Cambridge O Level – Mark Scheme October/November
PUBLISHED 2018

Not Allowed
Question Answer Marks
Responses

1(a) 8 (manufacturing / production provides) Examples of Ford

much employment / many jobs / jobs for factory production /
many people 19 000 000 in India
(alone)

‘(over)19 000 000’ for
‘many people’

The disadvantages the car has brought

9 Fuel (they burn) gives off pollutants which

damage the body’s defences against
diseases (given)

10 damage to the environment // (emits)

greenhouse gases // (causes) global warming
// damages the ozone layer

11 (Over) a million / millions of / many / people Increase in road / car /

involved in road / traffic / car accidents // over traffic accidents (alone)
a million / many / frequent road / traffic / car Several / some
accidents (accidents / people) for
Allow ‘killed / injured’ for ‘involved’ ‘many’

12 (whole) communities destroyed / devastated ‘affected’ for ‘destroyed’

when (car) factories close

13 makes / might make people less inclined to ‘sport’ for ‘exercise’

(take) exercise // people don’t (take) exercise

14 driving is (often) stressful Examples of stress,

e.g. ‘exasperation’ and
‘road rage’

15 (car / driving encourages) anti-social

behaviour

16 (cars cause) congestion / traffic jams (in ‘congestion at rush

cities) hours’ (alone)
Allow lift of lines 46–7 ‘many modern Many cities can barely
cities«common’ cope with the volume of
and run on into ‘particularly«work’ traffic (alone)

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Not Allowed
Question Answer Marks
Responses

1(b) Summary 10

Candidates have now fleshed out their notes into

a piece of formal, continuous prose.

Candidates are advised to write between 150–

180 words including the 10 words given.

Marks are awarded for producing a piece of

writing which is relevant and well-organised and
easy to follow.

Summary – Task Fulfilment 10 marks

Band 9–10 Excellent understanding of

5 the task demonstrated in an
impressive response:

• All content included is

relevant, with no
unnecessary
details/repetitions
• Fluent and coherent
presentation of the
points, including possible
synthesising where
appropriate, and a wide
range of appropriate
stylish linking devices

Band 7–8 Good understanding of the

4 task demonstrated in a skilful
response:

• Almost all content

included is relevant, with
only occasional
unnecessary
details/repetitions
• Generally fluent and
coherent presentation of
the points, with
appropriate linking
devices

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Not Allowed
Question Answer Marks
Responses

1(b)
Summary – Task Fulfilment 10 marks
(continued)

Band 5–6 Acceptable understanding of

3 the task demonstrated in a
competent response:

• Some of the content

included is relevant, with
unnecessary details/
additions
• Satisfactory presentation
of the points with limited
fluency and coherence
and occasional misuse of
linking devices

Band 3–4 Insecure understanding of

2 the task demonstrated in a
rather faltering response:

• Content included is of
limited relevance, with
frequent unnecessary
details/repetitions
• Presentation of the
points breaks down, with
little coherence and
lacking linking devices

Band 1–2 Very little understanding of

1 the task demonstrated in an
incoherent response:

• Content included is of
little relevance, with
noticeably unnecessary
details/ repetitions
• Little attempt to present
the points with no
concept of linking
devices

Band 0 No understanding of the task

0 demonstrated in:

• A totally irrelevant
response
• Insufficient material to
reward

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Not Allowed
Question Answer Marks
Responses

2 Re-read paragraphs 1 and 6, and identify and

write down one opinion from paragraph 1 and
two opinions from paragraph 6.

Opinion 1 from Paragraph 1 1

No invention has ever created a greater revolution
than the car (has, giving freedom of mobility on an
unprecedented scale)

Opinion 2 from Paragraph 6 1

Such drivers are (undoubtedly) selfish.

Opinion 3 from Paragraph 6 1

the best remedy is a congestion charge (for
travelling in city centres, as has been
implemented in London and Singapore)

Allow
own words versions, e.g. (opinion 1) the invention
of the car has created the greatest revolution
Paragraph 6 opinions in either order

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Section 2: Reading for Meaning

Not Allowed
Question Answer Marks
Responses

3(a) From paragraph 1 1

What did the girls do which showed they had

become good friends?

• they exchanged their dolls

Allow
Lift of lines 3–4
‘(Eventually, the day came when, sitting outside Showed off their dolls
next to the cellar window with the iron grating,) we (to each other)(alone)
exchanged our dolls (Lila holding mine and I
hers)’

They showed off their dolls to each other and then

/ later they exchanged dolls

3(b) ‘Lila inexplicably but intentionally pushed my

doll through the opening in the grating and
dropped her.’ Explain in your own words what
the writer thinks about Lila’s behaviour at this
point.

(i) She didn’t understand / know why Lila did it // 1 Couldn’t be explained //
Lila pushing the doll into the cellar was It was unexpected
incomprehensible // Lila did it for no reason

(ii) Lila did it on purpose / knowingly // Lila meant 1 She intended to do it

to push the doll through the opening // what
Lila did was not an accident She was cruel / mean /
a bad friend

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Question Answer Marks
Responses

4(a) From paragraph 2 1

The writer knew that Lila was ‘mean’. Give one

word used in the paragraph which reinforces
this idea.

• spiteful

Allow
use of correct word in a phrase or sentence
provided it is underlined or otherwise highlighted,
e.g. The word is spiteful.

4(b) The writer held back her ‘feelings on the 1

edges of moistening eyes.’ What is she
determined to do?

• not to cry / not to weep / not to be tearful / not hold back her feelings /
to burst into tears // to hold back her tears not to show her feelings

Allow to be brave (alone)

She did not want to cry

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Not Allowed
Question Answer Marks
Responses

5(a) From paragraph 3

What were the ‘two agonies’ felt by the writer?

(i) losing the doll // the dropped / lost doll // 1 one already happening,
wondering how / if she would get the doll and one possible
back // Lila pushing the doll into the grating /
cellar // the (cruel) thing that Lila had done // The violent pain (alone)
Lila’s cruelty / unkindness / wickedness

(ii) (the pain of) quarrelling / fighting with Lila / 1

her // losing her / Lila(‘s friendship)

Allow
Lift of lines 11–12 ‘the pain of quarrelling with Lila
/ her would be even stronger’

1 mark for each correct answer

Accept in either order

5(b) The writer says ‘What you do, I do.’ Give one 1
word used in the paragraph which shows that
this was something Lila usually said.

• recitation recognising

Allow
use of correct word in a phrase or sentence
provided it is underlined or otherwise highlighted
e.g. The word is recitation

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Not Allowed
Question Answer Marks
Responses

6 From paragraph 4

‘Any child would be tempted, but at the same

time terrified, by the thought of forcing the
door’. Explain in your own words how the
children felt about the cellar.

(i) they were drawn / lured / driven / urged / 1 Curious / intrigued /

compelled / enticed towards it / the cellar // forced had to // it was a
they wanted to / desired to go there / into the must
cellar // they thought it would be exciting /
thrilling / an adventure to go there

(ii) but they were scared / afraid / petrified / 1 Nervous / apprehensive

horrified (of what they would find there )

Not Allowed
Question Answer Marks
Responses

7 From paragraph 5 1

Why were the objects in the cellar

‘unidentifiable’?

• it was dark / dimly lit // there was not enough / Eerie

very little light // they couldn’t see (them)
properly / clearly They couldn’t see
(them) (alone)
Allow (it was a) damp dimly lit space
It was damp (alone)

there were shadows

Lift of lines 21–2 ‘five

stone steps into a
damp dimly lit space’

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Not Allowed
Question Answer Marks
Responses

8(a) From paragraph 6 1 They were forbidden to

go to neighbours’
What was the ‘disobedient act’ carried out by houses (alone)
Lila and the writer?
Going to neighbours
• they went to Achille’s / a neighbour’s (house / houses
door)
They went into a
neighbour’s / Achile’s
house

They went to speak to

Achille / neighbour

8(b) Lila took the writer’s hand because she knew 1

the writer lacked ‘courage’ to go to the top
floor. What was the one other reason for Lila’s
action?

• (she / Lila was) looking for the strength to Lines 35–7

continue (up the stairs / on the journey) // she ‘I like to think
/ Lila (also) lacked courage // to build her strength to continue.’
(own) courage // she (also) needed a (= both reasons)
companion to strengthen her

Allow
Lift of lines 36–37
‘(because with that gesture) she herself was
looking for the strength to continue.’

Not Allowed
Question Answer Marks
Responses

9 From paragraph 7 1

‘Lila was speaking to him like that.’ Apart from

her confidence, what does this tell you about
Lila’s behaviour?

• she was cheeky / impertinent / rude / Bold / brave / stubborn

disrespectful / bad-mannered // she was / demanding / angry /
direct / forthright confrontational /
aggressive / rebellious

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10 From paragraph 8

Explain why the girls are surprised by

Achille’s reaction to their visit.

(i) they thought Achille would be angry / violent / 1 Like the ogre of
scary / threatening / evil // he would hurt / fairytales
harm / shout at / be nasty / be mean // they
were afraid of him They thought he would
bring out a knife (alone)

(ii) Achille / he was hurt (by their accusation ) // 1 He was remorseful /

he gave them money (to buy dolls) // he was sorry
kind to them
He took out his wallet
Allow lift of line 43 ‘(I felt that) he was not angry
but unexpectedly hurt’ = 2

Not Allowed
Question Answer Marks
Responses

11 From paragraphs 2–7

For each of the words or phrases below, circle

the letter (A, B, C or D) which has the same
meaning that the word or phrase has in the
passage.

11(a) B (unbearable) 1

11(b) C (fond of) 1

11(c) A (roughly) 1

11(d) B (quickly) 1

11(e) D (confusion) 1

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Question Answer Marks
Responses

12 Re-read paragraph 5, which contains phrases

about the behaviour or feelings of the writer.

Explain:

• the meaning of each phrase as it is used

in the passage
• the effect of each phrase as it is used in
the passage.

Reward any plausible explanations.

Candidates should be awarded marks for an

appropriate response to the ‘effect’ part of the
question, even if no marks are scored for the
‘meaning’ part, and vice versa.

12(a) ‘with Lila in the lead, we descended five stone

steps into a damp, dimly-lit space. I tried to
stay close behind Lila’ (lines 21–22)

Meaning: the writer followed Lila (down) to the 1 ‘damp, dimly lit space’
cellar / basement / downstairs room // Lila led the for ‘cellar’
writer (down) to the cellar basement / downstairs
room

Effect: Lila is brave / confident / fearless / braver 1

than the writer // the writer is timid / scared / not
as brave as Lila / relies on Lila // the cellar is
scary / a frightening place // they were scared of
what they would find there

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Question Answer Marks
Responses

12(b) ‘with a tug at my heart I bent over to grab her,

but it was only a crumpled page of an old
newspaper’ (lines 27–28)

Meaning: the writer/ she was excited / thrilled / 1 Verbatim lift of ‘with a
happy / hopeful / delighted because (she thought) tug at my heart’ or
she had found her doll / her / it / her toy but she ‘crumpled page of an
hadn’t / it was only a page of a newspaper / it was old newspaper’
just a piece of (crumpled) paper

Effect: (it shows / emphasises) the writer’s / her 1

disappointment / unhappiness / sadness / her
contrasting emotions / the range of her emotions /
that the writer was discouraged / disheartened /
how precious her doll is to her / that she’s
desperate to find her doll // it makes the reader
feel sorry / have sympathy for her

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 Cambridge Assessment International Education
Cambridge Ordinary Level

ENGLISH LANGUAGE 1123/22

Paper 2 Reading October/November 2018
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 16 printed pages.

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PUBLISHED 2018

Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

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Section 1: Reading for Ideas

Not Allowed
Question Answer Marks
Responses

1(a) Content Points. 12

Passage 1 Sugar

Identify and write down the information in the

passage which describes the origins and spread
of sugar, and the reasons for the decline in
popularity of sugar.

1 mark for each correct point up to a maximum of 12

marks

Award points in any order

In points 2–5 and in point 7 allow sugar or sugar
cane

The origins and spread of sugar

1 Cultivation (probably) originated in New Guinea

(an island in the South Pacific) (given)

2 Spread / extended to other / nearby /

neighbouring islands (in the South Pacific)

3 With (the migration of) Pacific islanders it moved Moved to India (alone)
(westwards) to India // Pacific islanders took it to
India (because of migration)

4 India(n merchants) traded sugar cane / it with

China

5 When Persians invaded India they took sugar

back / to Persia // Persians took it (to Persia)
from India

6 Arab people(s) learned / saw how sugar was This secret (of sugar)
made // Arabs broke open the secret of sugar- was broken open
making (alone)

7 Arab people(s) began sugar production in other The lift of L14 ‘As Arab
lands / in lands they conquered expansion continued,
they began sugar
Allow production’ (alone)
‘they’ for ‘Arabs’ if identified in an attempt at point 6

8 European trade with the East included (the Sugar cane for sugar
importation of) sugar /it //Europeans traded with
the East in sugar / it

Allow
Lift of lines 16–17 ‘subsequent centuries«of sugar’

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Question Answer Marks
Responses

1(a) 9 Spread into the pharmaceutical world / Sugar cane for sugar
medicine(s) // considered (a valuable) medicine
// used to mask the (bitter / unpleasant) taste of Cure for serious
(some) medicine illnesses (such as
tuberculosis) (alone)

Reasons for the decline in the popularity of

sugar

10 Link between sugar and obesity (is well

established) (given)

11 causes / may cause illnesses linked to gaining Causes / may cause

(too much) weight illness (alone)

Allow
Lift of lines 27–28 ‘those who consume«too much
weight’

12 refined / white / purified sugar is empty calories Removal of impurities

// refined / white / purified sugar has no from raw sugar has no
nutritional value nutritional value

13 (sugar can become / is) addictive Energy boosts cause

body to crave more
Lift of lines 34–6 ‘if
someone « addiction’

14 refined / white / purified sugar makes people / Lift of lines 39–40

children hyperactive // refined / white / purified ‘hyperactivity
sugar causes hyperactivity claim«bad behaviour’
(alone)
Allow Lift of lines 36–7 ‘refined sugar«hyperactive
(which is why«sugary foods)’

15 tooth decay linked to sugar (consumption) // Lift of lines 42–3

(causes) tooth decay ‘snacking«accelerated’
(alone)

16 hidden sugar in processed food // sugar added Lift of lines 47–9

to processed food causes health risks ‘producer of pasta
sauce«contained’
Allow Lift of line 45 ‘(However,) it is
disturbing«processed foods’ Foods such as cereal,
bread and soup

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Not Allowed
Question Answer Marks
Responses

1(b) Summary 10
Candidates have now fleshed out their notes into a
piece of formal, continuous prose.

Candidates are advised to write between 150–180

words including the 10 words given.

Marks are awarded for producing a piece of writing

which is relevant, well organised and easy to follow
(coherent). The table below refers to both strands in
each band.

Summary – Task Fulfilment 10 marks

Band 9–10 Excellent understanding of the

5 task demonstrated in an
impressive response:

• All content included is

relevant, with no
unnecessary
details/repetitions
• Fluent and coherent
presentation of the points,
including possible
synthesising where
appropriate, and a wide
range of appropriate stylish
linking devices

Band 7–8 Good understanding of the task

4 demonstrated in a skilful
response:

• Almost all content included

is relevant, with only
occasional unnecessary
details/repetitions
• Generally fluent and
coherent presentation of the
points, with appropriate
linking devices

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Not Allowed
Question Answer Marks
Responses

1(b)
Summary – Task Fulfilment 10 marks

Band 5–6 Acceptable understanding of the

3 task demonstrated in a
competent response:

• Some of the content

included is relevant, with
unnecessary details/
additions
• Satisfactory presentation of
the points with limited
fluency and coherence and
occasional misuse of linking
devices

Band 3–4 Insecure understanding of the

2 task demonstrated in a rather
faltering response:

• Content included is of
limited relevance, with
frequent unnecessary
details/repetitions
• Presentation of the points
breaks down, with little
coherence and lacking
linking devices

Band 1–2 Very little understanding of the

1 task demonstrated in an
incoherent response:

• Content included is of little

relevance, with noticeably
unnecessary details/
repetitions
• Little attempt to present the
points with no concept of
linking devices

Band 0 No understanding of the task

0 demonstrated in:

• A totally irrelevant response

• Insufficient material to
reward

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Not Allowed
Question Answer Marks
Responses

2 Re-read paragraph 1
Identify and write down three opinions from this
paragraph.

• Opinion 1: Sugar is (a) deliciously sweet 1

(substance)(often used in food) // sugar is
delicious

• Opinion 2: it is fascinating that the explorer / 1

Captain Cook saw sugar-cane (still growing
there many centuries later) // it is fascinating that
sugar cane was (still) growing there (many)
centuries later // it is fascinating that sugar cane
was (still) seen (many) centuries later

• Opinion 3: (and) it is easy to see why they kept 1

the process of making sugar (from sugar-cane a Cultivation probably
closely guarded) secret. originated in New
Guinea 8000 years
ago.

Allow
Own word versions of any opinion.

1 mark for each correct opinion

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Section 2: Reading for Meaning

Not Allowed
Question Answer Marks
Responses

3(a) From paragraph 1 1

Lila and the writer ‘decided to skip school’. We decided to skip

Whose idea was it? school

• Lila(‘s) Her / the writer’s friend

Mostly Lila’s

Lift of lines 3–4 ‘Lila

pushed«by myself’

3(b) What was the ‘exceptional’ event the girls used 1 They were going to the
to deceive their parents? teacher’s house (alone)

• they were going to the teacher’s house for a They were going to a
party / a party at their teacher’s house party (alone)

Allow
a teacher’s party // a farewell / end of term party at
the teacher’s house

3(c) According to the paragraph, who is the person 1

least likely to be taken in by the girls’ deception?

• the writer’s mother Lila’s mother / (the)

mother / the girl’s / girls’
Allow mother / their mother
Her mother / my mother
Lift of lines 9–10 ‘ at my
house«even my
mother’

Any more than one

person

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Question Answer Marks
Responses

4(a) From paragraph 2

The girls were ‘intrigued by the invisible.’ Explain

in your own words what this tells us about the
girls.

• they were fascinated by / taken with / very 1 They were happy /

interested in / attracted by / excited by / curious eager / willing / wanted
about / amazed / tempted /
looking forward to /
wanted to know about /
mesmerised

• the sea, although they had never seen it / been 1 Imagined / hidden
there // things they had never seen / couldn’t
see // the unknown / things they hadn’t Responses which
experienced // seeing new things suggest the girls are
invisible

4(b) What exactly do you think was the ‘violent 1

explosion of sound’?

• the echo of Lila’s / the voice / shout / yell / Echo (alone)

scream
Lila’s / the voice / shout
/ yell / scream (alone)

the echo of the writer’s

/ their voice/ shout / yell
/ scream

the echo of what was

said (by Lila)

the echo of footsteps /

laughter

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Not Allowed
Question Answer Marks
Responses

5(a) From paragraph 3

As an adult, the writer thinks of ‘the pleasures of

childhood.’ What two particular ‘pleasures of
childhood’ did she experience that day?

• (many) hours / a long time / a day when no adult 1 Verbatim / own words
/ parent would look for them / us / her /me run on into ‘as usual«’

Allow: Lift of line 18 ‘Ahead of us «look for us’ No adult would look for
them (alone)

They had many hours

(alone)

Harmonious start to the

day (alone)

• having a close / dear / best /true friend // having 1 Verbatim / own words
a friend like Lila run on into ‘I felt as if«’

Allow: Lift of line 20 (Like all girls of my age) I was Having a friend (alone)
so happy to have a close friend
Skipping school with a
close friend

1 mark for each correct answer

Accept in either order

5(b) The day had a ‘harmonious’ start. Give the one 1

word used in the paragraph which conveys the
opposite idea.

• disordered

Allow: use of correct word in a phrase or sentence

provided it is underlined or otherwise highlighted, e.g
The word is disordered.

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Not Allowed
Question Answer Marks
Responses

6 From paragraph 4

‘People we passed seemed indifferent to our

escapade.’ Explain in your own words what the
writer thought about the people they passed.

• the people they passed / they didn’t care / were 1 They didn’t notice /
disinterested / oblivious / not interested in /didn’t weren’t worried / didn’t
take (any) notice of / pay attention to / weren’t know about / see
bothered / concerned with / ignored

• their adventure / exploit // why they were not at 1 Escaped / run away /
school // that they were truanting // that they fled
should have been at school // what they were up
to Journey / trip /
expedition / excursion /
plan / mission

Not Allowed
Question Answer Marks
Responses

7 From paragraph 5 1

Why was the writer surprised that Lila wanted to Lift of lines 31–32
turn back? ‘it was her own type of
reasoning«didn’t apply
• they would get (just as) wet whether they went it.
on or turned back// they would get wet in both
cases / anyway/ either way // Lila was not using It had been her idea to
her usual / own type of reasoning // normally she go
would have kept going / would have finished
what she started // she was not the kind of I had never seen her so
person who changed her mind agitated

Allow They would get wet

Lift of line 30 (alone)
‘whether we went« just the same’
There was no reason to
turn back

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Question Answer Marks
Responses

8(i) From paragraph 7 1

‘Things had not happened as we expected’.

What unexpected thing happened?

• the writer’s mother discovered that her daughter It was raining (alone)
wasn’t in school / her daughter had been lying /
there was no party // the writer’s mother went to Her mother / she
school (to take her to the party)
Her mother had been
Allow looking for her for an
lift of line 39 hour
‘my mother had gone to school (with an umbrella to
take me to the party)’

8(ii) What expected thing happened? 1

• at Lila’s house nobody had noticed anything // At her house nobody

nobody in Lila’s family found out she wasn’t at noticed anything
school / that there was no party (alone)

Allow Lila’s mother didn’t

Lift of lines 41–2 ‘Lila knew«noticed anything’ come to the school
For Lila’s ‘family’ accept any member(s)
Lila’s mother was less
attentive / didn’t care
about her

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Not Allowed
Question Answer Marks
Responses

9 From paragraph 8

Explain what Lila did to betray the writer. Why

did she do this?

• Lila / she persuaded / forced / made / 1 Made the writer lie

encouraged / planned for the writer to skip / miss about the party
school
She took the writer to
the seaside

• She hoped / thought / so that the writer’s 1 Lift of lines 44–46

parent(s) / mother / father would not send her / ‘are they still«betrayal
allow her to go to high school / continue her sank in’
studies // so that the writer would not be allowed
to / couldn’t / wouldn’t go to high school She was jealous
because she couldn’t
go to high school (and
didn’t want the writer to
go either) ( alone)

So the writer’s parents

would take her out of
school / high school

She didn’t want the

writer to go to high
school

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10 From paragraphs 1–6 inclusive

For each of the words below, circle the option (A,

B, C or D) which has the same meaning that the
word has in the passage.

10(a) C (cautiously) 1

10(b) D (charmed) 1

10(c) C (nasty) 1

10(d) A (forced) 1

10(e) B (grip) 1

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11 Re-read paragraphs 3 and 5 which contain

phrases about the relationship between Lila and
the writer.

Explain:

• the meaning of the phrases as they are used

in the passage
• the effect on the writer suggested by the
phrases as they are used in the passage.

11(a) ‘As usual, it was as if Lila were ten steps ahead

and knew precisely what to do and where to go’
(lines 18–19)

Meaning: Lila / she was the / a leader / guide // Lila / 1 Lila knew what to do
she was in charge / planned everything / was and where to go (text)
organised / prepared

She knew everything /

was
smart

Effect on the writer: the writer looked up to / 1 Lila was older / wanted
admired Lila // had confidence in / relied on / trusted the writer to look up to
Lila // Lila was the writer’s hero / role model // she her
felt secure / confident / reassured
The writer was happy
that Lila was the leader
etc // she felt guided

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11(b) ‘There was something she had on the tip of her

tongue but couldn’t make up her mind to tell me’
(lines 28–29)

Meaning: Lila / she was deciding whether or not to 1 She was hiding
talk to the writer about something / tell the writer something (alone)
something // she wanted to tell her something but
didn’t know if she should / didn’t know how to She wanted to say
something but couldn’t
make up her mind to
tell her (text) // couldn’t
bring herself to

She had something to

say but couldn’t /
wouldn’t / didn’t want to

Effect on the writer: (The writer feels that) Lila was 1 The writer feels anger /
feeling awkward / guilty / uneasy // (The writer feels) fear / Lila’s agitation //
shut out from Lila’s thoughts / that something is she wants to know /
wrong / that Lila is hiding something doesn’t know what Lila
is thinking
(The writer feels) confusion / worry / suspicion /
bewilderment / uncertainty / tension / doubt ‘she’ was hiding
something

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